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

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(full inclusion ESL/mainstream ESL)
(Fully English proficient (FEP))
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* A program model in which 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 academic proficiency in English. In the best implementation of this model, an ESL trained teacher would serve as the classroom teacher, providing sheltered instruction to [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered 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 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 academic proficiency in English. In the best implementation of this model, an ESL trained teacher would serve as the classroom teacher, providing sheltered instruction to [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] (see [[Caslon_Language_Education_Wikimedia_(S)#sheltered 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 English language learner who has met all exit criteria of an ESL or 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 ELLs who have developed conversational fluency in English but who are still acquiring 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 English language learner who has met all exit criteria of an ESL or 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 ELLs who have developed conversational fluency in English but who are still acquiring 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]
  

Revision as of 17:51, 11 December 2015

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

foreign language education

formal language

formative assessment

fractional view of bilingualism

full inclusion ESL/mainstream ESL

fully English proficient (FEP)

  • An official designation for a former English language learner who has met all exit criteria of an ESL or 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 ELLs who have developed conversational fluency in English but who are still acquiring academic language proficiency in English. English Language Learners at School by Else Hamayan and Rebecca Field

funds of knowledge

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