Caslon Language Education Wikimedia (E)

From Caslon Wiki
Revision as of 20:21, 14 December 2015 by Caslon (Talk | contribs) (evaluation frameworks)

Jump to: navigation, search

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 program

early intervention services

echo reading

educational segregation

effective school studies

elective bilingualism

Elementary and Secondary Education Act (ESEA)

emerging bilingual

emergent bilingual

ELL program

  • Tradtionally this term has been used to refer narrowly to specially designed English-as-a-second-language programs as well as bilingual education programs. In this book, we use the terms “ELL program” or “program for ELLs” more broadly to refer to all aspects of the educational programming for ELLs at school, including the time ELLs spend in general education classes. This broader use of the term ELL program reflects an assumption of shared responsibility for ELL education among all educators who have ELLs in their classes and schools, not only the ESL and bilingual education specialists. English Language Learners at School by Else Hamayan and Rebecca Field

emergent bilingual

  • Students who are becoming proficient in a second or additional language. All English language learners are emergent bilinguals, regardless of whether they are in a bilingual education or 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 additive bilingualism. English Language Learners at School by Else Hamayan and Rebecca Field
  • A term used by some states and programs to indicate young students who are becoming proficient in a second or additional language. It may be used instead of English learner. Young Dual Language Learners by Karen N. Nemeth

English as an additional language (EAL) students

English as a second language (ESL)

  • A program for 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 proficiency (beginner, intermediate, and advanced) and are given specially tailored instruction that moves them toward full proficiency in English in the areas of reading, writing, speaking, and listening [also referred to as ENL (English as a new language) and ELD (English language development)]. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
  • A form of language education that serves English language learners from multiple language backgrounds with the goal of full development in L2 (English). Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
  • Developmentally appropriate English language instruction tailored for English language learners’ level of English proficiency; also known as English language development (ELD). While English language learners receive ESL/ELD instruction, they also receive content instruction from other sources (for example, in a bilingual program, in mainstream classes). There are different types of ESL classes, including pull-out, push-in, or self-contained. Sheltered instruction programs are another type of English-only program associated with the term ESL. English Language Learners at School by Else Hamayan and Rebecca Field
  • A type of English language development program that provides specialized instruction in English to students who are identified as limited English proficient (LEP). ESL instruction is provided by teachers who have certification or endorsement in ESL and should be adapted to meet the language proficiency needs of each student. ESL programs are provided as an alternative to 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 bilingual education. Young Dual Language Learners by Karen N. Nemeth
  • 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

  • Referendums put to voters in four states with large ELL populations that would place severe restrictions on bilingual education programs. In 1998 California voters approved Proposition 227, in 2000 Arizona voters approved Proposition 203, and in 2002 Massachusetts voters approved Question 2. An attempt to pass a similar initiative in Colorado (Amendment 31) failed. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

English language development (ELD)

English language development programs

English language development standards

  • Standards used by most states to address the development of English language skills. Some states may use the ELD standards created by the World-Class Instructional Design and Assessment (WIDA) organization. Young Dual Language Learners by Karen N. Nemeth

English language learner (ELL)

  • Students from linguistically and culturally diverse backgrounds who qualify for language support services to reach parity with their proficient English peers. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
  • A student who is in the process of learning English as a second/additional language. In the U.S., this term is an official designation for a bilingual learner who is identified by English language proficiency tests as in need of further English language proficiency development; this term is increasingly replacing the term “limited English proficient.” All ELLs are emergent bilinguals or bilingual learners. English Language Learners at School by Else Hamayan and Rebecca Field
  • A student who speaks a non-English language and is enrolled in a U.S. school. These terms generally are interchangeable 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

  • A program for English language learners that uses English as the exclusive language for instructional purposes (contrast bilingual education program). English-medium programs, however, can and should offer primary language support to ELLs as appropriate. English Language Learners at School by Else Hamayan and Rebecca Field

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

ESEA Flexibility

  • An initiative of the Obama administration to grant relief from certain federal mandates under the No Child Left Behind Act, such as the adequate yearly progress requirements and accountability provisions of 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.Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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

explanatory analysis

external accountability

extrinsic

Top