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

From Caslon Wiki
Jump to: navigation, search
(English as an additional language (EAL) students)
(English as a second language (ESL))
Line 88: Line 88:
 
* A program for [[#English language learner (ELL)|English language learners]] in which English is the medium and goal of instruction. Students are generally placed in classes with students of the same level of academic English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] (beginner, intermediate, and advanced) and are given specially tailored instruction that moves them toward full [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in English in the areas of reading, writing, speaking, and listening (also referred to as ENL (English as a new language) and [[#English language development (ELD)|ELD (English language development)]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 
* A program for [[#English language learner (ELL)|English language learners]] in which English is the medium and goal of instruction. Students are generally placed in classes with students of the same level of academic English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] (beginner, intermediate, and advanced) and are given specially tailored instruction that moves them toward full [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in English in the areas of reading, writing, speaking, and listening (also referred to as ENL (English as a new language) and [[#English language development (ELD)|ELD (English language development)]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
  
* Programs of instruction for [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] where only English is used.  [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
+
* Programs of instruction for [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] where only English is used.  [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
* A form of language education that serves [[#English language learner (ELL)|English language learners]] from multiple language backgrounds with the goal of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English). [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]
 
* A form of language education that serves [[#English language learner (ELL)|English language learners]] from multiple language backgrounds with the goal of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English). [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]
Line 95: Line 95:
  
 
* Referring to programs or classes that target students identified as [[#English language learner (ELL)|English language learners]], with the goal of promoting the language development and social integration of these students. [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]
 
* Referring to programs or classes that target students identified as [[#English language learner (ELL)|English language learners]], with the goal of promoting the language development and social integration of these students. [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]
 +
 +
* Refers to a rigorous program for teaching [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilinguals]] to understand, speak, read, and write in English through links to content and language standards. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
* A type of [[#English language development (ELD)|English language development]] program that provides specialized instruction in English to students who are identified as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [[#English as a second language (ESL)|ESL]] instruction is provided by teachers who have certification or endorsement in [[#English as a second language (ESL)|ESL]] and should be adapted to meet the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] needs of each student. [[#English as a second language (ESL)|ESL]] programs are provided as an alternative to [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs or when a district does not have sufficient numbers of students who speak the same language or teachers with the needed languages to offer [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [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]
 
* A type of [[#English language development (ELD)|English language development]] program that provides specialized instruction in English to students who are identified as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [[#English as a second language (ESL)|ESL]] instruction is provided by teachers who have certification or endorsement in [[#English as a second language (ESL)|ESL]] and should be adapted to meet the [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] needs of each student. [[#English as a second language (ESL)|ESL]] programs are provided as an alternative to [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs or when a district does not have sufficient numbers of students who speak the same language or teachers with the needed languages to offer [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [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]
Line 101: Line 103:
  
 
* 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]
 
* 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]
 
* Refers to a rigorous program for teaching [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilinguals]] to understand, speak, read, and write in English through links to content and language standards. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 
  
 
==English for the Children initiatives==
 
==English for the Children initiatives==

Revision as of 16:51, 16 December 2016

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)

  • 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, second edition by Wayne E. Wright

emerging bilingual(s)

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 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

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

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

expanded circle

experienced bilinguals

explanatory analysis

external accountability

extrinsic

Top