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

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==first language==
 
==first language==
* See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [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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* See [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. [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]
  
 
== fishbowl==
 
== fishbowl==
*  Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. [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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*  Instructional strategy that involves two or more students modeling the language and behavior the rest of the class is to use as they work in pairs or small groups. [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]
  
 
==flexible multiple model of language and literacy==
 
==flexible multiple model of language and literacy==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] that uses two languages together to interact with texts written in both languages and in other media, according to a bilingual flexible norm capable of both integration and separation. [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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* A model of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] that uses two languages together to interact with texts written in both languages and in other media, according to a bilingual flexible norm capable of both integration and separation. [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]
  
 
==<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(s) (ELLs)|ELLs]]. [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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* 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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
 
==fluent English proficient (FEP)==
 
==fluent English proficient (FEP)==
* 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 [https://www.caslonpublishing.com/landing//wright.wayne/ Wayne E. Wright]
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* 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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==focused reading==
 
==focused reading==
* Instructional strategy in which students read a variety of texts at different readability levels on the same topic. [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]
+
* Instructional strategy in which students read a variety of texts at different readability levels on the same topic. [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]
  
 
==folk bilingualism==
 
==folk bilingualism==
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==foreign language education==
 
==foreign language education==
* A type of language education program in which students are exposed to languages and cultures (other than English), generally not part of their backgrounds, with the goal of developing oral language and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]]. [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 type of language education program in which students are exposed to languages and cultures (other than English), generally not part of their backgrounds, with the goal of developing oral language and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]]. [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]
  
 
==formal language==
 
==formal language==
* See [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]]. [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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* See [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]]. [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]
  
 
==formative assessment==
 
==formative assessment==
* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [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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* Assessment that occurs throughout a lesson or unit to provide feedback that is used to modify instruction. [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]
  
* (Informal) [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [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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* (Informal) [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that are part of the instructional process and that provide information so teachers can adjust teaching and learning in order for learners to achieve greater success. The [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] include but are not limited to teacher observation, conferencing with students, and self- and peer assessments provided that they lead to needed instructional adjustments that enable learners to learn better (see [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]]; see [[Caslon_Language_Education_Wikimedia_(A)#alternative assessment|alternative assessment]]; see [[Caslon_Language_Education_Wikimedia_(A)#authentic assessment|authentic assessment]]). [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]
  
* The collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [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 collection, analysis, and reporting of information on a regular basis that informs students about their progress and learning based on immediate feedback. [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 ongoing [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that help to identify a student’s strengths and needs and thus inform subsequent instruction, building on these strengths while addressing these needs. [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 ongoing [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] that help to identify a student’s strengths and needs and thus inform subsequent instruction, building on these strengths while addressing these needs. [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]
  
 
==fractional view of bilingualism==
 
==fractional view of bilingualism==
* Considers [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one, with a focus on discrete language skills. [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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* Considers [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one, with a focus on discrete language skills. [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]
  
 
==framework==
 
==framework==
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==full inclusion ESL/mainstream ESL==
 
==full inclusion ESL/mainstream ESL==
* 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 [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]  
+
* 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 [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
  
 
==fully English proficient (FEP)==
 
==fully English proficient (FEP)==
*  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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ 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 [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|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 [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
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* The label given by school districts to students who have met their requirements for demonstrating readiness to exit from [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|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 [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
 
==funds of knowledge==
 
==funds of knowledge==
* Cultural resources and knowledge held by [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students and their families. [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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* Cultural resources and knowledge held by [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students and their families. [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]
  
* Children’s knowledge and skills that they have developed in their homes and the community. [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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* Children’s knowledge and skills that they have developed in their homes and the community. [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]
  
* Those skills, concepts, bodies of knowledge, and ways of knowing that students acquire in their families and communities; they include language and ways of conveying meaning. [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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* Those skills, concepts, bodies of knowledge, and ways of knowing that students acquire in their families and communities; they include language and ways of conveying meaning. [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]
  
* Areas of expertise that families or communities or cultural groups have developed outside of school (e.g., about professional or cultural practices). Educators can tap into and build on these areas of expertise to develop students’ academic knowledge and skills. [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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* Areas of expertise that families or communities or cultural groups have developed outside of school (e.g., about professional or cultural practices). Educators can tap into and build on these areas of expertise to develop students’ academic knowledge and skills. [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 19:45, 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

first language

fishbowl

flexible multiple model of language and literacy

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