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

From Caslon Wiki
Jump to: navigation, search
(funds of knowledge)
Line 34: Line 34:
  
 
==<i>Flores v. Arizona</i>==
 
==<i>Flores v. Arizona</i>==
* Ongoing court case in Arizona about the funding of education for [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
+
* Ongoing court case in Arizona about the funding of education for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
  
 
==fluent English proficient (FEP)==
 
==fluent English proficient (FEP)==
* The official designation for former [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] who have attained sufficient English proficiency to meet their state’s criteria for [[Caslon_Language_Education_Wikimedia_(R)#redesignation|redesignation]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* The official designation for former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have attained sufficient English proficiency to meet their state’s criteria for [[Caslon_Language_Education_Wikimedia_(R)#redesignation|redesignation]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==focused reading==
 
==focused reading==
Line 67: Line 67:
  
 
==full inclusion ESL/mainstream ESL==
 
==full inclusion ESL/mainstream ESL==
* A program model in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|English language learners]] are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic proficiency]] in English. In the best implementation of this model, an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]]-trained teacher would serve as the classroom teacher, providing [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] to [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
+
* A program model in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] are placed in all mainstream classes with their non-ELL counterparts. This model works on the assumption that when these students are immersed in English they will gain [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic proficiency]] in English. In the best implementation of this model, an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]]-trained teacher would serve as the classroom teacher, providing [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]] to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
  
 
==fully English proficient (FEP)==
 
==fully English proficient (FEP)==
*  An official designation for a former [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|English language learner]] who has met all exit criteria of an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(B)# bilingual program|bilingual program]] and is considered ready for participation in the all-English academic mainstream. However, because many districts use inappropriate exit criteria, we find many [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] who have developed [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]] in English but who are still acquiring [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]] in English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
+
*  An official designation for a former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] who has met all exit criteria of an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(B)# bilingual program|bilingual program]] and is considered ready for participation in the all-English academic mainstream. However, because many districts use inappropriate exit criteria, we find many [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have developed [[Caslon_Language_Education_Wikimedia_(C)#conversational fluency/conversational language proficiency|conversational fluency]] in English but who are still acquiring [[Caslon_Language_Education_Wikimedia_(A)#academic language proficiency|academic language proficiency]] in English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
  
 
* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from ELD services. It does not necessarily indicate full [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|academic fluency]] in the new language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
 
* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from ELD services. It does not necessarily indicate full [[Caslon_Language_Education_Wikimedia_(A)#academic fluency|academic fluency]] in the new language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

Revision as of 16:14, 25 February 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

first language

fishbowl

Flores v. Arizona

fluent English proficient (FEP)

focused reading

folk bilingualism

  • Type of bilingualism that is associated with working-class immigrant communities where the native language is primarily oral and its use is unsupported by formal education.

foreign language education

formal language

formative assessment

fractional view of bilingualism

framework

  • Organized plan or set of standards or learning outcomes that defines the content to be learned in terms of clear, definable standards of what the student should know and be able to do. A curriculum framework is part of an outcome-based education or standards based education reform design.

full inclusion ESL/mainstream ESL

fully English proficient (FEP)

funds of knowledge

Top