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

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* Federal law passed in 1965 to regulate funds to states and districts for elementary and secondary schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* Federal law passed in 1965 to regulate funds to states and districts for elementary and secondary schools. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* The main body of federal education policy and law and source for education funding to state and local education agencies. Passed in 1965 and binding on all states and entities that accept federal education funding. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The main body of federal education policy and law and source for education funding to state and local education agencies. Passed in 1965 and binding on all states and entities that accept federal education funding. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==ELL program==
 
==ELL program==
 
* Tradtionally this term has been used to refer narrowly to specially designed [[#English as a second language|English as a second language]] programs, as well as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In this book, we use the terms “[[#English language learner(s) (ELLs)|ELL]] program” or “program for [[#English language learner(s) (ELLs)|ELLs]]” more broadly to refer to all aspects of the educational programming for [[#English language learner(s) (ELLs)|ELLs]] at school, including the time [[#English language learner(s) (ELLs)|ELLs]] spend in general education classes. This broader use of the term [[#English language learner(s) (ELLs)|"ELL]] program" reflects an assumption of shared responsibility for [[#English language learner(s) (ELLs)|ELL]] education among all educators who have [[#English language learner(s) (ELLs)|ELLs]] in their classes and schools, not only the [[#English as a second-language|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] specialists. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
 
* Tradtionally this term has been used to refer narrowly to specially designed [[#English as a second language|English as a second language]] programs, as well as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In this book, we use the terms “[[#English language learner(s) (ELLs)|ELL]] program” or “program for [[#English language learner(s) (ELLs)|ELLs]]” more broadly to refer to all aspects of the educational programming for [[#English language learner(s) (ELLs)|ELLs]] at school, including the time [[#English language learner(s) (ELLs)|ELLs]] spend in general education classes. This broader use of the term [[#English language learner(s) (ELLs)|"ELL]] program" reflects an assumption of shared responsibility for [[#English language learner(s) (ELLs)|ELL]] education among all educators who have [[#English language learner(s) (ELLs)|ELLs]] in their classes and schools, not only the [[#English as a second-language|ESL]] and [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] specialists. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
==emergent bilingual(s)==  
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==emergent bilingual(s)(EB(s)) ==  
 
* Student who speaks a language other than English at home and has been identified as becoming English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]. In some contexts, this term is used in preference to [[#English language learner(s) (ELLs)|English language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* Student who speaks a language other than English at home and has been identified as becoming English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]]. In some contexts, this term is used in preference to [[#English language learner(s) (ELLs)|English language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
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* [[Caslon_Language_Education_Wikimedia_(E)#English learner(s) (ELs)|English learners (ELs)]] and users of English creoles whose [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] (e.g., Hawaiian, Japanese, Marshallese, Chuukese, Cantonese, and Mandarin) are as varied as their cultural experiences (islanders, rural, and urban) and social classes. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
 
* [[Caslon_Language_Education_Wikimedia_(E)#English learner(s) (ELs)|English learners (ELs)]] and users of English creoles whose [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] (e.g., Hawaiian, Japanese, Marshallese, Chuukese, Cantonese, and Mandarin) are as varied as their cultural experiences (islanders, rural, and urban) and social classes. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
  
* An alternative label for [[#English language learner(s) (ELLs)|ELLs]] that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* An alternative label for [[#English language learner(s) (ELLs)|ELLs]] that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The editors preferred term, instead of English language learner (ELL), to recognize students’ bilingualism, and because the result of learning English at school is usually bilingualism (or even multilingualism) rather than English monolingualism. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* The preferred term for students who are acquiring English because it views them through a lens of promise, rather than deficiency, and names bilingualism as an important goal—but which falls short of promoting biliteracy. A more powerful label would be emergent biliterate cross-cultural students. From 1.9 (García) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* A large and heterogeneous group of students who engage in translanguaging on a daily basis as they negotiate meaning in the many cultural contexts that they navigate. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* Students whose linguistic capacities are integrated and who use all their linguistic resources when interacting with text and the world. From 2.2 (Hopewell and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
* Students who will become multicompetent in more than one language. From 2.14 (Larsen-Freeman) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* Learners who come into schools with home language resources that should be nurtured and developed alongside their additional language. From 4.11 (Butvilofsky, Hopewell, and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
* A term used interchangeably with English language learner, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
==emergent biliterate cross-cultural students==
 +
* A powerful label that identifies the value of academic and literacy development in two languages (with the goal of developing fully literate students) and acknowledges the complexity of making sense of ideas and perspectives across cultures. From 1.9 (García) in https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==emerging bilingual(s)==
 
==emerging bilingual(s)==
 
* Emerging bilinguals are defined as children (ages 3 and above) who speak a [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] other than English and who are in the dynamic process of developing bilingual and biliterate competencies (in this case in English and Spanish), with the support of their communities (e.g., parents, school, neighbors). This term is used interchangably with the term emergent bilinguals. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* Emerging bilinguals are defined as children (ages 3 and above) who speak a [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] other than English and who are in the dynamic process of developing bilingual and biliterate competencies (in this case in English and Spanish), with the support of their communities (e.g., parents, school, neighbors). This term is used interchangably with the term emergent bilinguals. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 +
 +
* An alternative label for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that draws attention to the other language or languages in their linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] and English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==emerging bilingual strand==
 
==emerging bilingual strand==
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* When we use the term [[#English as a second language (ESL)|ESL]], we are describing [[#English as a second language (ESL)|English as a second language (ESL)]] as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based [[#English as a second language (ESL)|ESL]] to emphasize that [[#English as a second language (ESL)|ESL]] instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible [[#English as a second language (ESL)|ESL]] instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* When we use the term [[#English as a second language (ESL)|ESL]], we are describing [[#English as a second language (ESL)|English as a second language (ESL)]] as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based [[#English as a second language (ESL)|ESL]] to emphasize that [[#English as a second language (ESL)|ESL]] instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible [[#English as a second language (ESL)|ESL]] instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
* An academic subject, course, or program designed to teach English to students who are not yet [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in the language. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* An academic subject, course, or program designed to teach English to students who are not yet [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in the language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==English for the Children initiatives==
 
==English for the Children initiatives==
* Referendums put to voters in four states with large [[#English language learner(s) (ELLs)|ELLs]] populations that would place severe restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In 1998 California voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], in 2000 Arizona voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and in 2002 Massachusetts voters approved [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. An attempt to pass a similar initiative in Colorado ([[Caslon_Language_Education_Wikimedia_(A)#Amendment 31|Amendment 31]]) failed. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* Referendums put to voters in four states with large [[#English language learner(s) (ELLs)|ELLs]] populations that would place severe restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs. In 1998, California voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227]], in 2000 Arizona voters approved [[Caslon_Language_Education_Wikimedia_(P)#Proposition 203|Proposition 203]], and in 2002 Massachusetts voters approved [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. An attempt to pass a similar initiative in Colorado ([[Caslon_Language_Education_Wikimedia_(A)#Amendment 31|Amendment 31]]) failed. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==English language development (ELD)==
 
==English language development (ELD)==
 
* The process of learning to understand and use the English language, regardless of policies, standards, or programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* The process of learning to understand and use the English language, regardless of policies, standards, or programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* An alternative label for [[#English as a second language (ESL)|English as a second language (ESL)]] programs and instruction, commonly used at the elementary school level. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* An alternative label for [[#English as a second language (ESL)|English as a second language (ESL)]] programs and instruction, commonly used at the elementary school level. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==English language development programs==
 
==English language development programs==
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* The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English [[Caslon_Language_Education_Wikimedia_(L)#anguage proficiency|language proficiency]] that preclude them from accessing, processing, and acquiring unmodified grade-level content instruction in English ([[https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Gottlieb] et al., 2007). In many states, the term English learners (ELs) is used in place of ELLs. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* The general term used to describe linguistically and culturally diverse students who have been identified as having levels of English [[Caslon_Language_Education_Wikimedia_(L)#anguage proficiency|language proficiency]] that preclude them from accessing, processing, and acquiring unmodified grade-level content instruction in English ([[https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Gottlieb] et al., 2007). In many states, the term English learners (ELs) is used in place of ELLs. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
* A label for students who are non-native speakers of English and are in the process of attaining proficiency in English. Sometimes shortened to English learner (EL). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The descriptive label commonly used in U.S. schools and policy for students acquiring English. The editors prefer the term emergent bilingual. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* Students with unique educational needs related to fostering their academic uses of English while they learn in English. Just because a student speaks another language does not automatically make him or her either a potential or actual ELL; frequency of English exposure/use and the level of English proficiency, respectively, determine this. From 1.7 (Linquanti and Cook) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* A term for U.S. students developing English that labels them from a deficit perspective. From 1.9 (García) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* A label that categorizes students as developing in one language. It is growth focused and characterizes the students as learners of one language. This label has an English language development priority and is not invested in growing literacies in students’ home languages. From 1.9 (Santos) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* An official category for students acquiring English that glosses over the tremendous diversity within this large and heterogeneous group. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* Students who aspire to be competent multilingual speakers who can adapt English to the language repertoires they bring with them and use it for their purposes in contexts of linguacultural diversity. From 2.5 (Canagarajah) in C[https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* A term used interchangeably with emergent  bilingual, with the understanding that emergent bilingual is an empowering label while English language learner may be viewed as a deficit label—but is still widely used. From 7.4 (Solórzano) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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 +
* A label for students who are non-native speakers of English and are in the process of attaining proficiency in English. Sometimes shortened to English learner (EL). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
Line 155: Line 188:
 
* A team of four or five individuals with expertise in [[#English as a second language (ESL)|ESL]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual education]], general education, and [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the [[#English language learner(s) (ELLs)|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>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
 
* A team of four or five individuals with expertise in [[#English as a second language (ESL)|ESL]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual education]], general education, and [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. This team collaborates in information gathering, interpreting information, suggesting interventions (a continuum of services), and monitoring the progress of the [[#English language learner(s) (ELLs)|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>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
==Equal Educational Opportunities Act of 1974 (EEOA)==
+
==Equal Educational Opportunities Act (EEOA) of 1974==
* 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 [[#English language learner(s) (ELLs)|ELL]] students overcome language barriers that impede equal participation of students in education programs. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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 [[#English language learner(s) (ELLs)|ELL]] students overcome language barriers that impede equal participation of students in education programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==equilingual==
 
==equilingual==
Line 162: Line 195:
  
 
==ESEA Flexibility==
 
==ESEA Flexibility==
* An initiative of the [https://www.whitehouse.gov/administration Obama administration] to grant relief from certain federal mandates under the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act]], such as the [[Caslon_Language_Education_Wikimedia_(A)#adequate yearly progress (AYP)|adequate yearly progress]] requirements and accountability provisions of [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|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. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* An initiative of the [https://www.whitehouse.gov/administration Obama administration] to grant relief from certain federal mandates under the [[Caslon_Language_Education_Wikimedia_(N)#No Child Left Behind Act of 2001 (NCLB)|No Child Left Behind Act]], such as the [[Caslon_Language_Education_Wikimedia_(A)#adequate yearly progress (AYP)|adequate yearly progress]] requirements and accountability provisions of [[Caslon_Language_Education_Wikimedia_(T)#Title I of the Elementary and Secondary Education Act|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. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==ethnolinguistic vitality==
 
==ethnolinguistic vitality==
Line 179: Line 212:
 
* The systematic planning, collecting, analyzing, and reporting of data from a variety of sources to determine the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* The systematic planning, collecting, analyzing, and reporting of data from a variety of sources to determine the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
* The use of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] data to make judgments about the progress of students’ learning, the effectiveness of teacher instruction, or the quality of educational programs. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* The use of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] data to make judgments about the progress of students’ learning, the effectiveness of teacher instruction, or the quality of educational programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==evaluation frameworks==
 
==evaluation frameworks==
 
* Ways of conceptualizing how to gather, display, and use data for judging the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* Ways of conceptualizing how to gather, display, and use data for judging the effectiveness of educational programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 +
 +
==evidence-based writing==
 +
* Student writing that features evidence grounded in texts the students have read. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==executive functions==
 
==executive functions==
 
* Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] people. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] people. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 +
 +
==Every Student Succeeds Act (ESSA) of 2015==
 +
* The most recent reauthorization of the [[Caslon_Language_Education_Wikimedia_(E)#Elementary and Secondary Education Act (ESEA)|Elementary and Secondary Education Act (ESEA)]]. Provides federal education funding and sets official federal education policy with specific requirements related to instruction, assessment, accountability, and other educational issues. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==expanded circle==
 
==expanded circle==

Latest revision as of 17:40, 18 July 2019

Contents

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 education program

early intervention services

echo reading

Education for All Handicapped Children Act, 1975 (P.L. 94-142)

  • The law had four purposes: “(1) to assure that all children with disabilities have available to them. . . . a free appropriate public education that emphasizes special education and related services designed to meet their unique needs; (2) to assure that the rights of children with disabilities and their parents. . . . are protected; (3) to assist states and localities to provide for the education of all children with disabilities; and (4) to assess and assure the effectiveness of efforts to educate all children with disabilities.”

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

ELL program

emergent bilingual(s)(EB(s))

  • An alternative label for ELLs that draws attention to the other language or languages in the learners’ linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their home language and English. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

emergent biliterate cross-cultural students

emerging bilingual(s)

  • An alternative label for ELLs that draws attention to the other language or languages in their linguistic repertoires, situates these learners in a continuum of bilingual development, and emphasizes that a fundamental goal of programs for these learners should be to help them attain high levels of proficiency in both their home language and English. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

emerging bilingual strand

English as an additional language (EAL) strand

English as an additional language (EAL) students

English as a second language (ESL)

  • When we use the term ESL, we are describing English as a second language (ESL) as the comprehensible English instruction in which learning academic language is the goal. In some cases we use the term content-based ESL to emphasize that ESL instruction is not taught through a traditional approach in which conversational English is taught through grammar structures and discrete language skills. In comprehensible ESL instruction, the big ideas and requisite terminology of a particular content topic is the focus of the language instruction that is designed to reach English language development standards. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

English for the Children initiatives

English language development (ELD)

English language development programs

English language development standards

English language learner(s) (ELLs)

  • A student who speaks a non-English language and is enrolled in a U.S. school. This term is generally interchangeable with English learner (EL), and one or the other is prevalent in different states or districts. They are often used in educational programs and policies to identify students who are determined to be “limited English proficient” and in need of ELD services. Recently, this term has been replaced by “dual language learner” for children aged 8 and under by many national organizations and local programs. Young Dual Language Learners by Karen N. Nemeth

English Language Proficiency Assessment for the 21st Century (ELPA21)

  • A consortium of states committed to supporting educators, member states, and members of the public as they adopt and implement the English Language Proficiency Standards and college- and career-ready standards. The consortium is developing an assessment system based on the English Language Proficiency Standards that will inform instruction so that all English language learners (ELLs) leave high school prepared for college and career success. www.elpa21.org

English language proficiency standards

English learner(s) (ELs)

English-medium program

English-plus resolutions

Ensuring a Continuum of Services (ECOS) Team

Equal Educational Opportunities Act (EEOA) of 1974

  • 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, third edition by Wayne E. Wright

equilingual

ESEA Flexibility

ethnolinguistic vitality

European school model

Europe’s Framework Strategy for Multilingualism

Evaluación del desarrollo de la lectura 2 (EDL2) test

evaluation

evaluation frameworks

evidence-based writing

executive functions

  • Adaptive aspects of brain function that allow a person to (for example) maintain focus despite distractions or to control shifts in attention. Executive functions are key to school success, and research has shown that they are often more highly developed in bilingual people. Young Dual Language Learners by Karen N. Nemeth

Every Student Succeeds Act (ESSA) of 2015

expanded circle

experienced bilinguals

explanatory analysis

external accountability

extrinsic

Top