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

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(English language learner(s) (ELLs))
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* Refers to [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] programs where students are transferred to [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] instruction as soon as they are deemed fluent in English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
 
* Refers to [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] programs where students are transferred to [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] instruction as soon as they are deemed fluent in English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
  
* A form of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from a common language background with the goals of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English), at the sacrifice of their [[Caslon_Language_Education_Wikimedia_(L)L1#|L1]], with expectations for grade-level achievement and [[Caslon_Language_Education_Wikimedia_(A)#assimilation|assimilation]] into [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
+
* A form of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from a common language background with the goals of full development in [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] (English), at the sacrifice of their [[Caslon_Language_Education_Wikimedia_(L)L1#|L1]], with expectations for grade-level achievement and [[Caslon_Language_Education_Wikimedia_(A)#assimilation|assimilation]] into [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]]. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
==early intervention services==
 
==early intervention services==
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* 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://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ 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://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ 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 [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd 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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
* Developmentally appropriate English language instruction tailored to [[#English language learner (ELL)|English language learners]]’ level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]; also known as [[#English language development (ELD)|English language development (ELD)]]. While [[#English language learner (ELL)|English language learners ]] receive [[#English as a second language (ESL)|ESL]]/[[#English language development (ELD)|ELD]] instruction, they also receive content instruction from other sources (e.g., a [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]], mainstream classes). There are different types of [[#English as a second language (ESL)|ESL]] classes, including [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]], [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]], or [[Caslon_Language_Education_Wikimedia_(S)#self-contained second language programs|self-contained]]. [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|Sheltered instruction programs]] are another type of English-only program associated with the term [[#English as a second language (ESL)|ESL]]. [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]
 
* Developmentally appropriate English language instruction tailored to [[#English language learner (ELL)|English language learners]]’ level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]; also known as [[#English language development (ELD)|English language development (ELD)]]. While [[#English language learner (ELL)|English language learners ]] receive [[#English as a second language (ESL)|ESL]]/[[#English language development (ELD)|ELD]] instruction, they also receive content instruction from other sources (e.g., a [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]], mainstream classes). There are different types of [[#English as a second language (ESL)|ESL]] classes, including [[Caslon_Language_Education_Wikimedia_(P)#pull-out ESL|pull-out]], [[Caslon_Language_Education_Wikimedia_(P)#pull-in ESL|push-in]], or [[Caslon_Language_Education_Wikimedia_(S)#self-contained second language programs|self-contained]]. [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|Sheltered instruction programs]] are another type of English-only program associated with the term [[#English as a second language (ESL)|ESL]]. [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]
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* The term used to describe students who are acquiring [[#English as a second language (ESL)|English as a second language]]. ELL is a more developmental and positive term that is replacing the traditional and more commonly used deficit-oriented term [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
 
* The term used to describe students who are acquiring [[#English as a second language (ESL)|English as a second language]]. ELL is a more developmental and positive term that is replacing the traditional and more commonly used deficit-oriented term [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient (LEP)]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
  
* Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
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* Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
* A student who is in the process of learning [[#English as a second language (ESL)|English as a second/additional language]]. In the United States, this term is an official designation for a [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]] who is identified by English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] tests as in need of further English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] development; this term is increasingly replacing the term “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]].” All ELLs are [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] or [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]].  [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 student who is in the process of learning [[#English as a second language (ESL)|English as a second/additional language]]. In the United States, this term is an official designation for a [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]] who is identified by English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] tests as in need of further English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] development; this term is increasingly replacing the term “[[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]].” All ELLs are [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] or [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]].  [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]
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* 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]
 
* 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 ([https://www.caslonpublishing.com/landing//gottlieb.margo/ 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]
  
 
* 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
 
* 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==English language proficiency standards==
 
==English language proficiency standards==
* Descriptions of the social and [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for [[#English language learner(s) (ELLs)|English language learners]] to succeed in school as agreed upon at the national (e.g., [[Caslon_Language_Education_Wikimedia_(T)#Teachers of English to Speakers of Other Languages (TESOL)|TESOL]]), consortium (e.g., [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]]), or state level. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
+
* Descriptions of the social and [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] necessary for [[#English language learner(s) (ELLs)|English language learners]] to succeed in school as agreed upon at the national (e.g., [[Caslon_Language_Education_Wikimedia_(T)#Teachers of English to Speakers of Other Languages (TESOL)|TESOL]]), consortium (e.g., [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]]), or state level. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
==English-medium program==
 
==English-medium program==
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==evaluation==
 
==evaluation==
* 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 [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd 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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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 [http://www.edci.purdue.edu/faculty_profiles/wright/index.html 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. [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]
  
 
==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 [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd 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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
==executive functions==
 
==executive functions==
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==external accountability==
 
==external accountability==
* The imposition of data collection, such as the use of a statewide test, from outside a classroom or district, used to make educational decisions. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
+
* The imposition of data collection, such as the use of a statewide test, from outside a classroom or district, used to make educational decisions. [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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
 
==extrinsic==
 
==extrinsic==

Revision as of 17:03, 3 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

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