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

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==early-exit transitional bilingual education program==
 
==early-exit transitional bilingual education program==
* A [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive]] [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] model that provides [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction for one to three years while students acquire sufficient English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] to function in classrooms where English is the sole instructional medium. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/landing//escamilla.kathy/ Kathy Escamilla], [https://www.caslonpublishing.com/landing//hopewell.sue/ Susan Hopewell], [https://www.caslonpublishing.com/landing//butvilofsky.sandra/ Sandra Butvilofsky], [https://www.caslonpublishing.com/landing//sparrow.wendy/ Wendy Sparrow], [https://www.caslonpublishing.com/landing//soltero-gonzales.lucinda/ Lucinda Soltero-González], [https://www.caslonpublishing.com/landing//ruiz.figueroa.olivia/ Olivia Ruiz-Figueroa], and [https://www.caslonpublishing.com/landing//escamilla.manuel/ Manuel Escamilla]
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* A [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive]] [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education]] model that provides [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction for one to three years while students acquire sufficient English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] to function in classrooms where English is the sole instructional medium. [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]
  
* 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]
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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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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  [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
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* 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
 
==early intervention services==
 
==early intervention services==
* Phrase used in the 2004 reauthorization of the [[Caslon_Language_Education_Wikimedia_(I)#Individuals with Disabilities Education Improvement Act (IDEIA)|Individuals with Disabilities Education Improvement Act (IDEIA)]] that refers to addressing the needs of students and determining the need and eligibility for services on the basis of prereferral interventions. This service model stands in contrast to discrepancy models used to place students into [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
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* Phrase used in the 2004 reauthorization of the [[Caslon_Language_Education_Wikimedia_(I)#Individuals with Disabilities Education Improvement Act (IDEIA)|Individuals with Disabilities Education Improvement Act (IDEIA)]] that refers to addressing the needs of students and determining the need and eligibility for services on the basis of prereferral interventions. This service model stands in contrast to discrepancy models used to place students into [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==echo reading==
 
==echo reading==
* The teacher reads a short segment of text fluently and the students reread it using expression and intonation. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/landing//escamilla.kathy/ Kathy Escamilla], [https://www.caslonpublishing.com/landing//hopewell.sue/ Susan Hopewell], [https://www.caslonpublishing.com/landing//butvilofsky.sandra/ Sandra Butvilofsky], [https://www.caslonpublishing.com/landing//sparrow.wendy/ Wendy Sparrow], [https://www.caslonpublishing.com/landing//soltero-gonzales.lucinda/ Lucinda Soltero-González], [https://www.caslonpublishing.com/landing//ruiz.figueroa.olivia/ Olivia Ruiz-Figueroa], and [https://www.caslonpublishing.com/landing//escamilla.manuel/ Manuel Escamilla]
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* The teacher reads a short segment of text fluently and the students reread it using expression and intonation. [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]
  
 
==Education for All Handicapped Children Act, 1975 (P.L. 94-142)==
 
==Education for All Handicapped Children Act, 1975 (P.L. 94-142)==
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==educational segregation==
 
==educational segregation==
* Involves the [[Caslon_Language_Education_Wikimedia_(C)#clustering|clustering]] of students based on a criterion (race, [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]) at the program or school level. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
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* Involves the [[Caslon_Language_Education_Wikimedia_(C)#clustering|clustering]] of students based on a criterion (race, [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]) at the program or school level. [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]
  
 
==effective school studies==
 
==effective school studies==
* Studies that try to identify the common features that characterize schools identified as effective for diverse learners. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
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* Studies that try to identify the common features that characterize schools identified as effective for diverse learners. [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]
  
 
==elective bilingualism==
 
==elective bilingualism==
* Acquisition context in which becoming [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] is a choice rather than a necessity (also [[Caslon_Language_Education_Wikimedia_(V)#voluntary bilingualism|voluntary bilingualism]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
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* Acquisition context in which becoming [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] is a choice rather than a necessity (also [[Caslon_Language_Education_Wikimedia_(V)#voluntary bilingualism|voluntary bilingualism]]). [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]
  
 
==Elementary and Secondary Education Act (ESEA)==
 
==Elementary and Secondary Education Act (ESEA)==
* 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/landing//dejong.ester/  Ester de Jong]
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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]
  
* 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/landing//wright.wayne/ 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. [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]
  
 
==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>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
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* 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>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
 
==English Language Proficiency Assessment for the 21st Century (ELPA21)==
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==emerging bilingual==
 
==emerging bilingual==
* 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/landing//escamilla.kathy/ Kathy Escamilla], [https://www.caslonpublishing.com/landing//hopewell.sue/ Susan Hopewell], [https://www.caslonpublishing.com/landing//butvilofsky.sandra/ Sandra Butvilofsky], [https://www.caslonpublishing.com/landing//sparrow.wendy/ Wendy Sparrow], [https://www.caslonpublishing.com/landing//soltero-gonzales.lucinda/ Lucinda Soltero-González], [https://www.caslonpublishing.com/landing//ruiz.figueroa.olivia/ Olivia Ruiz-Figueroa], and [https://www.caslonpublishing.com/landing//escamilla.manuel/ Manuel Escamilla]
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* 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]
  
 
==emergent bilingual(s)==  
 
==emergent bilingual(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/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
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* 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]
  
  
* Refers to those students whose [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than 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]
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* Refers to those students whose [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is emerging. In this book it is used to refer mostly to students who are developing English, but can also be used to refer to students developing the language other than English. [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]
  
* 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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
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* 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 [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* 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 [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ 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 [https://www.caslonpublishing.com/landing//wright.wayne/ 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. [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]
  
 
==English as an additional language (EAL) students==
 
==English as an additional language (EAL) students==
* Term (used particularly in the United Kingdom) for students who speak languages other than English at home (see also [[#emergent bilingual|emergent bilinguals]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]], [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
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* Term (used particularly in the United Kingdom) for students who speak languages other than English at home (see also [[#emergent bilingual|emergent bilinguals]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]], [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited English proficient]]). [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]
  
 
==English as a second language (ESL)==
 
==English as a second language (ESL)==
* 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/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
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* 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://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]
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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://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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
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* 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]
  
* 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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
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* 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 [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
* 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/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
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* 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/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* 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]
  
* 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
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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]
  
* 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/landing//wright.wayne/ 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. [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]
  
 
==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/landing//wright.wayne/ 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. [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]
  
 
==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/landing//nemeth.karen/ Karen N. Nemeth]
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* 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/landing//wright.wayne/ 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. [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]
  
 
==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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* 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 [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* 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 [[https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
 
==English language learner(s) (ELLs)==
 
==English language learner(s) (ELLs)==
* Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is being replaced by [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilingual]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
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* Student who speaks a language other than English at home and has been identified as becoming English proficient. In some contexts, this term is being replaced by [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilingual]]. [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]
  
  
* A student who speaks a language other than English and who is still in the process of acquiring English. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
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* A student who speaks a language other than English and who is still in the process of acquiring English. [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 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 [https://www.caslonpublishing.com/landing//escamilla.kathy/ Kathy Escamilla], [https://www.caslonpublishing.com/landing//hopewell.sue/ Susan Hopewell], [https://www.caslonpublishing.com/landing//butvilofsky.sandra/ Sandra Butvilofsky], [https://www.caslonpublishing.com/landing//sparrow.wendy/ Wendy Sparrow], [https://www.caslonpublishing.com/landing//soltero-gonzales.lucinda/ Lucinda Soltero-González], [https://www.caslonpublishing.com/landing//ruiz.figueroa.olivia/ Olivia Ruiz-Figueroa], and [https://www.caslonpublishing.com/landing//escamilla.manuel/ Manuel Escamilla]
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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 [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]
  
* 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]
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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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and 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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
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* 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 [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
* [[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/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
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* [[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/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and 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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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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 [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ 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 ([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.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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/landing//wright.wayne/ 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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ 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  [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
 
==English-medium program==
 
==English-medium program==
* A program for [[#English language learner(s) (ELLs)|English language learners]] that uses English as the exclusive language for instructional purposes (contrast [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] program). English-medium programs, however, can and should offer [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]] to [[#English language learner(s) (ELLs)|ELLs]] as appropriate. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
+
* A program for [[#English language learner(s) (ELLs)|English language learners]] that uses English as the exclusive language for instructional purposes (contrast [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] program). English-medium programs, however, can and should offer [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]] to [[#English language learner(s) (ELLs)|ELLs]] as appropriate. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
 
==English-plus resolutions==
 
==English-plus resolutions==
* State resolutions affirming the value of competence in English and another language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+
* State resolutions affirming the value of competence in English and another language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
 
==Ensuring a Continuum of Services (ECOS) Team==
 
==Ensuring a Continuum of Services (ECOS) Team==
* 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>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ 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>] 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 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 [[#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/landing//wright.wayne/ 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. [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]
  
 
==equilingual==
 
==equilingual==
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|Bilingual individuals]] with different skills in each language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|Bilingual individuals]] with different skills in each language. [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]
  
 
==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/landing//wright.wayne/ 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. [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]
  
 
==ethnolinguistic vitality==
 
==ethnolinguistic vitality==
* Indicator of the chances for language maintenance and [[Caslon_Language_Education_Wikimedia_(M)#minority language|minority language]] use within a community based on status, demographic factors, and institutional support.[http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+
* Indicator of the chances for language maintenance and [[Caslon_Language_Education_Wikimedia_(M)#minority language|minority language]] use within a community based on status, demographic factors, and institutional support.[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]
  
 
==European school model==
 
==European school model==
* Additive [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] education programs designed primarily for children of foreign nationals. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+
* Additive [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] education programs designed primarily for children of foreign nationals. [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]
  
 
==Europe’s Framework Strategy for Multilingualism==
 
==Europe’s Framework Strategy for Multilingualism==
* Policy formulated by the European Union that aims for [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] competence for its members ([[Caslon_Language_Education_Wikimedia_(N)#native language|native language]], English, and one other language). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]]
+
* Policy formulated by the European Union that aims for [[Caslon_Language_Education_Wikimedia_(M)#multilingualism|multilingual]] competence for its members ([[Caslon_Language_Education_Wikimedia_(N)#native language|native language]], English, and one other language). [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]
  
 
==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 [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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/landing//wright.wayne/ 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 [https://www.caslonpublishing.com/titles/6/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/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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]
  
 
==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/landing//nemeth.karen/ 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]
  
 
==expanded circle==
 
==expanded circle==
* The outermost of the three concentric circles conceived by [http://www.linguistics.illinois.edu/people/b-kachru Braj Kachru]] (1985) to describe the level of English use within a country; in the expanded circle English is primarily a foreign language for its inhabitants. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/landing//dejong.ester/  Ester de Jong]
+
* The outermost of the three concentric circles conceived by [http://www.linguistics.illinois.edu/people/b-kachru Braj Kachru]] (1985) to describe the level of English use within a country; in the expanded circle English is primarily a foreign language for its inhabitants. [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]
  
 
==experienced bilinguals==
 
==experienced bilinguals==
* Refers to those students who can use two or more languages with relative ease, although their performances vary according to task, modality, and language. [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 those students who can use two or more languages with relative ease, although their performances vary according to task, modality, and language. [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]
  
 
==explanatory analysis==
 
==explanatory analysis==
* The second stage of analysis in the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]]. In this stage the evaluator seeks to determine explanations for the challenges during the [[Caslon_Language_Education_Wikimedia_(D)#descriptive analysis|descriptive analysis]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
+
* The second stage of analysis in the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]]. In this stage the evaluator seeks to determine explanations for the challenges during the [[Caslon_Language_Education_Wikimedia_(D)#descriptive analysis|descriptive analysis]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==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 [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
 
==extrinsic==
 
==extrinsic==
* Causal variables or factors located outside of the child. Generally accounted for, for example, by one of the seven integral factors influencing [[#English language learner (ELL)|English language learners]] at school (learning environment, personal and family factors, physical and psychological, previous schooling, oral language and literacy development, academic achievement, cross-cultural factors). Extrinsic factors are to be contrasted with intrinsic factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
+
* Causal variables or factors located outside of the child. Generally accounted for, for example, by one of the seven integral factors influencing [[#English language learner (ELL)|English language learners]] at school (learning environment, personal and family factors, physical and psychological, previous schooling, oral language and literacy development, academic achievement, cross-cultural factors). Extrinsic factors are to be contrasted with intrinsic factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Revision as of 20:01, 11 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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