Difference between revisions of "Caslon Language Education Wikimedia (E)"

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==English-plus resolutions==
 
==English-plus resolutions==
 
* State resolutions affi rming the value of competence in English and another language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
* State resolutions affi rming the value of competence in English and another language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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==ensuring a Continuum of Services (ECOS) Team==
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* A team of four or five individuals with expertise in ESL/bilingual education, general education, and special education. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the English language learners experiencing challenges at school. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
 
==Equal Educational Opportunities Act of 1974 (EEOA)==
 
==Equal Educational Opportunities Act of 1974 (EEOA)==

Revision as of 20:50, 11 December 2015

Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

early-exit transitional bilingual program

early intervention services

echo reading

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

emerging bilingual

emergent bilingual

ELL program

  • Tradtionally this term has been used to refer narrowly to specially designed English-as-a-second-language programs as well as bilingual education programs. In this book, we use the terms “ELL program” or “program for ELLs” more broadly to refer to all aspects of the educational programming for ELLs at school, including the time ELLs spend in general education classes. This broader use of the term ELL program reflects an assumption of shared responsibility for ELL education among all educators who have ELLs in their classes and schools, not only the ESL and bilingual education specialists. English Language Learners at School by Else Hamayan and Rebecca Field

emergent bilingual

  • Students who are becoming proficient in a second or additional language. All English language learners are emergent bilinguals, regardless of whether they are in a bilingual education or English-medium program. The term “emergent bilingual” makes visible all of the languages in the learners’ linguistic repertoire, highlighting the developmental nature of and potential for additive bilingualism. English Language Learners at School by Else Hamayan and Rebecca Field

English as an additional language (EAL) students

English as a second language (ESL)

English for the Children initiatives

  • Referendums put to voters in four states with large ELL populations that would place severe restrictions on bilingual education programs. In 1998 California voters approved Proposition 227, in 2000 Arizona voters approved Proposition 203, and in 2002 Massachusetts voters approved Question 2. An attempt to pass a similar initiative in Colorado (Amendment 31) failed. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English language development (ELD)

English language learner (ELL)

English language proficiency standards

English-medium program

  • A program for English language learners that uses English as the exclusive language for instructional purposes (contrast bilingual education program). English-medium programs, however, can and should offer primary language support to ELLs as appropriate. English Language Learners at School by Else Hamayan and Rebecca Field

English-plus resolutions

ensuring a Continuum of Services (ECOS) Team

Equal Educational Opportunities Act of 1974 (EEOA)

  • A federal law that declares, “No state shall deny educational opportunities to an individual on account of his or her race, color, sex, or national origin.” Includes the mandate that educational agencies take appropriate actions to help ELL students overcome language barriers that impede equal participation of students in education programs. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

ESEA Flexibility

  • An initiative of the Obama administration to grant relief from certain federal mandates under the No Child Left Behind Act, such as the adequate yearly progress requirements and accountability provisions of Title I, in exchange for state-negotiated accountability programs aligned with the administration’s criteria, including the creation or adoption of new college and career readiness standards and assessments.Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

ethnolinguistic vitality

European School model

Europe’s Framework Strategy for Multilingualism

evaluation

evaluation frameworks

expanded circle

external accountability

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