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

From Caslon Wiki
Jump to: navigation, search
Line 73: Line 73:
 
* Students who are becoming proficient in a second or additional language. All [[#English language learner(s) (ELLs)|English language learners]] are emergent bilinguals, regardless of whether they are in a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] or [[#English-medium program|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 [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
 
* Students who are becoming proficient in a second or additional language. All [[#English language learner(s) (ELLs)|English language learners]] are emergent bilinguals, regardless of whether they are in a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] or [[#English-medium program|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 [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
  
* A term used by some states and programs to indicate young students who are becoming [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in a second or additional language. It may be used instead of English learner. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
+
* A term used by some states and programs to indicate young students who are becoming [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in a second or additional language. It may be used instead of English learner. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
* 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
 
* 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
Line 91: Line 91:
 
* 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>] 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]
 
* 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>] 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]
  
* 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 [http://www.languagecastle.com/ 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 [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
* 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
Line 101: Line 101:
  
 
==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 [http://www.languagecastle.com/ 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 [http://www.languagecastle.com/about/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
 
* 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==English language development programs==
 
==English language development programs==
* Services included in [[#English language development (ELD)|ELD]] policies that may be in the form of [[#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English]], or other adaptations and supports. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
+
* Services included in [[#English language development (ELD)|ELD]] policies that may be in the form of [[#English as a second language (ESL)|ESL]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English]], or other adaptations and supports. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
==English language development standards==
 
==English language development standards==
* Standards used by most states to address the development of English language skills. Some states may use the [[#English language development (ELD)|ELD]] standards created by the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|World-Class Instructional Design and Assessment (WIDA)]] organization. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
+
* Standards used by most states to address the development of English language skills. Some states may use the [[#English language development (ELD)|ELD]] standards created by the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|World-Class Instructional Design and Assessment (WIDA)]] organization. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
==English language learner(s) (ELLs)==
 
==English language learner(s) (ELLs)==
Line 124: Line 124:
 
* [[Caslon_Language_Education_Wikimedia_(L)#language minority|Language minority]] students in the United States who are learning English. Also referred to as English learners (ELs) and [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]]. Previously referred to as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [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]
 
* [[Caslon_Language_Education_Wikimedia_(L)#language minority|Language minority]] students in the United States who are learning English. Also referred to as English learners (ELs) and [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]]. Previously referred to as [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [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]
  
* 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 “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]” and in need of [[#English language development (ELD)|ELD]] services. Recently, this term has been replaced by “[[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learner]]” for children aged 8 and under by many national organizations and local programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
+
* 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 “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]” and in need of [[#English language development (ELD)|ELD]] services. Recently, this term has been replaced by “[[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|dual language learner]]” for children aged 8 and under by many national organizations and local programs. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
* 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 ([http://ladder.wceruw.org/aboutus/margogottlieb.aspx 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html 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 ([http://ladder.wceruw.org/aboutus/margogottlieb.aspx 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
Line 169: Line 169:
  
 
==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 [http://www.languagecastle.com/ 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 [http://www.languagecastle.com/about/ Karen N. Nemeth]
  
 
==expanded circle==
 
==expanded circle==

Revision as of 20:53, 2 November 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

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

emerging bilingual

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

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 standards

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

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