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==Caslon Language Education Index==
 
==Caslon Language Education Index==
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==<i>Habla con tu compañero(a) o pareja</i> (Talk to your partner)==
 
==<i>Habla con tu compañero(a) o pareja</i> (Talk to your partner)==
* Cooperative learning strategy in which two or more students talk with each other about a particular topic, usually using [[Caslon_Language_Education_Wikimedia_(S)#sentence prompts|sentence prompts]]. The purpose is to give students the opportunity to actively use the language being taught in a low-anxiety situation. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
+
* [[Caslon_Language_Education_Wikimedia_(C)#cooperative learning|Cooperative learning]] strategy in which two or more students talk with each other about a particular topic, usually using [[Caslon_Language_Education_Wikimedia_(S)#sentence prompt (frase clave)|sentence prompts]]. The purpose is to give students the opportunity to actively use the language being taught in a low-anxiety situation. [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]
  
 
==hegemony==
 
==hegemony==
* Influence exerted by a dominant group; occurs with respect to language and culture when subordinate groups freely accept a dominant group’s negative views about them and their language as “true” and natural. [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]
+
* Influence exerted by a dominant group; occurs with respect to language and culture when subordinate groups freely accept a dominant group’s negative views about them and their language as “true” and natural. [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]
  
 
== heritage language==
 
== heritage language==
* In the United States, refers to a non-English language to which one has a family tie. Both ELLs and students who are proficient in English and may have little to no proficiency in their heritage language, as is common for second- and third–generation immigrant students, may be designated heritage language students.[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]
+
* In the United States, refers to a non-English language to which one has a family tie. Both [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and students who are [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English and may have little to no [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in their heritage language, as is common for second- and third-generation immigrant students, may be designated heritage language students. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
 
 
==heritage language classes==
 
==heritage language classes==
* Language classes for heritage language speakers, individuals from a minority language background with varying levels of competence and cultural identifi cation in the minority language.[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]
+
* Language classes for heritage language speakers, individuals from a [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] background with varying levels of competence and cultural identification in the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority 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]
  
==heritage language program==  
+
==heritage language education==
* A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the home or ancestral language of the learners. [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]
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* Term often used to refer to teaching of languages other than English as a subject to those who speak or understand the language because of a common ancestry. [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 language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or Spanish for Native Speakers (SNS) programs. We also find programs that promote Native American languages or other less commonly taught languages.  [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]
+
* Programs for language minority students to develop or maintain their heritage language; includes bilingual programs for ELLs, foreign language classes targeting native speakers in K–12 and post-secondary education, and community-based after-school or weekend programs. [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]
+
  
==heritage language speaker==
+
==heritage language program(s)==
* Student brought up in a home where Spanish or other minority language is spoken and who has some proficiency in the language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
+
* A program designed for students whose home or ancestral language is a language other than English, including Native Americans, immigrants, and those born in the United States whose family or ancestors came from another country and speak a language other than English. The program is designed to develop, maintain, and promote the [[Caslon_Language_Education_Wikimedia_(H)#home language|home or ancestral language]] of the learners. [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]
* Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than English. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
+
 
* A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic.  [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]
+
* A language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or [[Caslon_Language_Education_Wikimedia_(S)#Spanish for native speakers (SNS)|Spanish for Native Speakers (SNS)]] programs. We also find programs that promote Native American languages or other less commonly taught languages.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
 +
 
 +
* Speakers of a language other than English (LOTE) who are reclaiming, embracing, and developing their heritage language. From 4.2 (Hilliard, Mulcahy, and Yanguas) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
* Programs for language minority students to develop or maintain their heritage language; includes [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual programs]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], foreign language classes targeting native speakers in K–12 and post-secondary education, and community-based after-school or weekend programs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 +
 
 +
==heritage language speaker(s)==
 +
* Student brought up in a home where Spanish or other [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] is spoken and who has some [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the 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]
 +
 
 +
* Proficient English speakers from linguistically and culturally diverse backgrounds who also speak or understand a language other than 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]
 +
 
 +
* A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
 
==heteroglossic perspective==
 
==heteroglossic perspective==
* Views bilingualism as the norm and treats the languages of bilinguals as co-existing. [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]
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* Views [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as the norm and treats the languages of bilinguals as coexisting. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==high-stakes tests==
 
==high-stakes tests==
* Large-scale, summative instruments that tend to influence policy making and whose results have potential consequences for students, teachers, schools, or school districts. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
+
* Large-scale, [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] instruments that tend to influence policymaking and whose results have potential consequences for students, teachers, schools, or school districts. [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]
 +
 
 +
==highly embedded professional development (PD)==
 +
* PD that occurs simultaneously in several contexts, such as the classroom, the school community, and PD courses or workshops ([https://ed.stanford.edu/faculty/hildab Borko], 2004; [https://edpolicy.stanford.edu/node/46 Darling-Hammond], 2012) and that is directly related to the work of teaching (e.g., having the PD in a teacher’s own classroom, possibly through targeted observations). This form of PD is an absolute requirement if there is to be any real and sustained progress in the effective teaching of linguistic and culturally diverse student populations. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
  
 
==holistic bilingualism==
 
==holistic bilingualism==
* The coexistence of two or more languages within a person whose experiences and knowledge can never be measured or understood as independently constrained by each language separately. It considers the totality of the bilingual experience as a unique and unified whole. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
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* The coexistence of two or more languages within a person whose experiences and knowledge can never be measured or understood as independently constrained by each language separately. It considers the totality of the [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] experience as a unique and unified whole. [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]
  
 
==holistic biliteracy framework==
 
==holistic biliteracy framework==
* A framework that includes recommended teaching approaches and time allocations across the grades intended to foster development and learning in two languages through paired literacy instruction. This instructional framework is unique in that it intentionally and purposefully connects Spanish and English literacy environments. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
+
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] that includes recommended teaching approaches and time allocations across the grades intended to foster development and learning in two languages through [[Caslon_Language_Education_Wikimedia_(P)#paired literacy instruction|paired literacy instruction]]. This instructional [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] is unique in that it intentionally and purposefully connects Spanish and English [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] environments. [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]
  
 
==holistic scoring==
 
==holistic scoring==
* A form of assessment in which a student’s performance (e.g., a writing sample) is given a single score that represents an overall judgment of the performance as a whole. [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]
+
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in which a student’s performance (e.g., a writing sample) is given a single score that represents an overall judgment of the performance as a whole. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==holistic view of bilingualism==
 
==holistic view of bilingualism==
* Considers the two languages of a bilingual person as part of an integrated whole; a bilingual person should not be seen as two monolinguals in one.[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]
+
* Considers the two languages of a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person as part of an integrated whole; a [[Caslon_Language_Education_Wikimedia_(B)#bilinguality|bilingual]] person should not be seen as two [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolinguals]] in one. [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]
  
==home language==
+
==home culture==
* This term is generally used to refer to the languages other than English that are used in bilingual or multilingual households.  [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 cultural beliefs, traditions, experiences, and values that a student is exposed to at home, which teachers can use as resources to help the student participate more fully in classroom activities and to support his or her bilingual academic development. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
 +
 
 +
==home language(s)==
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* This term is generally used to refer to the languages other than English that are used in [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual or multilingual]] households.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
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* A language other than English used in the home of a young child or student. Although this is often the first language learned by the child, it can sometimes be introduced by an influential person in the child’s life who speaks the language in the home. See also [[Caslon_Language_Education_Wikimedia_(N)#native language|Native 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]
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* A student’s [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]], which teachers can use as a resource to help the student participate more fully in classroom activities and to support his or her bilingual academic development. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
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* The student’s first language (L1). It should be seen as a strength for educators to build on, not as a problem to be overcome. From 1.11 (Field) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* Home languages should be the term used because of the increasing number of simultaneous bilingual children (those who come from homes where English and another language are spoken, read, and written). Exposure to two or more languages from birth is the “new normal.” From 7.7 (Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==home language instruction==
 
==home language instruction==
* The teaching of literacy or content-area instruction in the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]. [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]
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*A  key component in the effective education of ELLs/EBs. [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* The teaching of [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] or content-area instruction in the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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==horizontal coherence==
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* Coordination among grade/content areas within academic content standards. ESL teachers are a part of this horizontal arrangement because they are familiar with ESL standards and can contribute to strategies that are language specific and provide appropriate instructional scaffolding for the ESL students during instruction of content standards. From 6.2 (Morita-Mullaney) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Latest revision as of 18:44, 16 July 2019

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

Habla con tu compañero(a) o pareja (Talk to your partner)

hegemony

heritage language

heritage language classes

heritage language education

heritage language program(s)

  • A language program for heritage language speakers that aims to broaden the linguistic repertoire of these students. Heritage language programs may be offered by community-based institutions (such as Chinese programs at Saturday schools or Korean programs at church) or by public schools (such as a world language for these students). The most common heritage language programs offered in public schools are Spanish for Spanish speakers or Spanish for Native Speakers (SNS) programs. We also find programs that promote Native American languages or other less commonly taught languages. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

heritage language speaker(s)

  • A student who speaks a language other than English (their heritage language) at home. Heritage language speakers, as a collective, have a wide range of expertise in their heritage language. Some heritage language speakers may be able to speak, understand, read, and write for a wide range of purposes, while others may only be able to understand their heritage language when they are spoken to by a family or community member about a familiar topic. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

heteroglossic perspective

high-stakes tests

highly embedded professional development (PD)

holistic bilingualism

holistic biliteracy framework

holistic scoring

holistic view of bilingualism

home culture

home language(s)

  • A language other than English used in the home of a young child or student. Although this is often the first language learned by the child, it can sometimes be introduced by an influential person in the child’s life who speaks the language in the home. See also Native language. Young Dual Language Learners by Karen N. Nemeth

home language instruction

horizontal coherence

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