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

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==immersion program==
 
==immersion program==
* A type of [[Caslon_Language_Education_Wikimedia_(D)#dual language program|dual language program]] that exclusively targets language [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority]] students (such as English speakers in the United States). These programs provide content area instruction through English and another language (for example, French, Spanish, Chinese) and aim for [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(b)#biliteracy/biliterate|biliteracy]], [[Caslon_Language_Education_Wikimedia_(a)#academic achievement|academic achievement]] in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. NOTE: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(M)#language minority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|English language learners]] (by, for example, using [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instructional]] strategies), this experience is better understood as [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]], or sink-or-swim. Contrast this with [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English programs]] or specially designed academic instruction in English/[[Caslon_Language_Education_Wikimedia_(S)#specially designed academic instruction in English (SDAIE)|SDAIE programs]], that is, [[Caslon_Language_Education_Wikimedia_(E)#|English-medium]] programs that are specially designed to meet the language and learning needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]. [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]
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* A type of [[Caslon_Language_Education_Wikimedia_(D)#dual language program|dual language program]] that exclusively targets language [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority]] students (such as English speakers in the United States). These programs provide content area instruction through English and another language (for example, French, Spanish, Chinese) and aim for [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]] in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. NOTE: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(M)#language minority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|English language learners]] (by, for example, using [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instructional]] strategies), this experience is better understood as [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]], or sink-or-swim. Contrast this with [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English programs]] or specially designed academic instruction in English/[[Caslon_Language_Education_Wikimedia_(S)#specially designed academic instruction in English (SDAIE)|SDAIE programs]], that is, [[Caslon_Language_Education_Wikimedia_(E)#|English-medium]] programs that are specially designed to meet the language and learning needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]. [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]
  
 
==immigrant==
 
==immigrant==

Revision as of 20:03, 22 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

identity

idiosyncratic measures

imagined community

  • Term used by Benedict Anderson to indicate that national identities are constructed phenomena. In the absence of daily contact with eachs, individuals have to imagine the other members of the community, who they are, what they do, how they think. These assumptions about cultural and linguistic practices, values, beliefs become part of who is considered part of the community. Foundations for Multilingualism in Education by Ester de Jong

immersion

immersion program

immigrant

independent reading

independent writing

individualized education plan (IEP)

individualized intervention

Individuals with Disabilities Education Improvement Act (IDEIA)

informal language

informal reading inventory

initial literacy instruction

initiation-response-evaluation (IRE)

inner circle

  • The innermost of the three concentric circles conceived by Braj Kachru (1985) to describe the level of English use within a country; in the inner circle English is the native language for the great majority of inhabitants. Foundations for Multilingualism in Education by Ester de Jong

integrated bilingual education models

integrated transitional bilingual education

  • Model of transitional bilingual education (TBE) in which minority language students share instructional time with students placed in a mainstream classroom in an effort to overcome the negative impact of segregating the minority language students while they are becoming familiar with the new language and culture. Foundations for Multilingualism in Education by Ester de Jong

integration

intensive intervention

interactive read aloud

interdependence hypothesis

intergenerational language transmission

internal accountability

internal structure of a language

  • The natural way a language is organized. Literacy instruction that matches the internal structure of the language is characterized by the use of strategies that support literacy development in that language, such as studying vowels first in Spanish and consonants first in English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

intersentential code-switching

interventions

intrasentential code-switching

intrinsic

invented spelling

  • Also called developmental spelling, transitional spelling, or temporary spelling; refers to a temporary stage emergent writers may go through as they rely on their knowledge of sound-symbol correspondences to write words as the words sound to them. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

inventory of specific observable behaviors (ISOB)

IQ test

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