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|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 (e.g., 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. <i>Note</i>: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(L)#language majority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] (e.g., by 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(s) (ELLs)|ELLs]]. [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]
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* A type of [[Caslon_Language_Education_Wikimedia_(D)#dual language|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 (e.g., 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. <i>Note</i>: Sometimes the term immersion is used to describe all-English programs for [[Caslon_Language_Education_Wikimedia_(L)#language majority|language minority]] students; however, when schools do not structure the learning environment of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] (e.g., by 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(s) (ELLs)|ELLs]]. [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]
  
 
==immigrant==
 
==immigrant==
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==independent reading==
 
==independent reading==
 
* A reading approach where the students read by themselves without direct teacher support. Its purpose is to offer sustained and expanded opportunities for children to read self-selected materials, enjoy reading, and refine their comprehension strategies and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills. [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]
 
* A reading approach where the students read by themselves without direct teacher support. Its purpose is to offer sustained and expanded opportunities for children to read self-selected materials, enjoy reading, and refine their comprehension strategies and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills. [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]
* Reading that students are able to do on their own with little or no support. [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]
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* Reading that students are able to do on their own with little or no support. [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]
  
 
==independent writing==
 
==independent writing==
 
* An approach to writing instruction in which children write by themselves across a variety of genres and there is little or no teacher support. The teacher provides feedback through individual writing conferences. [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]
 
* An approach to writing instruction in which children write by themselves across a variety of genres and there is little or no teacher support. The teacher provides feedback through individual writing conferences. [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]
* Writing that students are able to do on their own with little or no support. [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]
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* Writing that students are able to do on their own with little or no support. [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]
  
 
==individualized education plan (IEP)==
 
==individualized education plan (IEP)==
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==interactive writing==
 
==interactive writing==
* Writing instruction for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. [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]
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* Writing instruction for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. [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]
  
 
==interdependence hypothesis==
 
==interdependence hypothesis==
* Developed by [http://www.oise.utoronto.ca/ctl/Faculty_Staff/Faculty_Profiles/1464/James_Cummins.html Jim Cummins]; states that [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is related to [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. See also [[Caslon_Language_Education_Wikimedia_(C)#common underlying proficiency (CUP)|common underlying proficiency (CUP)]]. [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]
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* Developed by [https://www.casloncommunity.com/resources/187/ Jim Cummins]; states that [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] is related to [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]. See also [[Caslon_Language_Education_Wikimedia_(C)#common underlying proficiency (CUP)|common underlying proficiency (CUP)]]. [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]
  
 
==intergenerational language transmission==
 
==intergenerational language transmission==
 
* Language acquisition context where children acquire their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] from their parents. [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]
 
* Language acquisition context where children acquire their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] from their parents. [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]
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==interlanguage==
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* The developmental continuum along which language acquisition proceeds. The term focuses attention on the systematic nature of ELLs’ language production, rather than seeing it as random performance. From 2.4 (Larsen-Freeman) 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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==interlexical homographs==
 +
* These share one graphemic form and two distinct meanings. For example, in Spanish, ten is a command (take it) and, in English, a number (10). From 5.12 (Velasco) 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]
  
 
==internal accountability==
 
==internal accountability==
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==interventions==
 
==interventions==
* Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [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]
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* Strategies used to address a student’s observed learning difficulty. See [[#individualized intervention|individualized interventions]], [[#intensive intervention|intensive interventions]], [[Caslon_Language_Education_Wikimedia_(S)#specific interventions|specific interventions]], [[Caslon_Language_Education_Wikimedia_(S)#systemic interventions|systemic interventions]], [[Caslon_Language_Education_Wikimedia_(U)#universal intervention|universal interventions]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
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 +
* Learning [[Caslon_Language_Education_Wikimedia_(S)#scaffolding|scaffolds]] made available to students who need additional academic or linguistic support. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
==intrasentential code-switching==
 
==intrasentential code-switching==
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==intrinsic==
 
==intrinsic==
* Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] factors. [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]
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* Causal variables or factors located within the child. Generally accounted for by semiotic, cognitive, or linguistic impairments. Intrinsic factors are to be contrasted to [[Caslon_Language_Education_Wikimedia_(E)#extrinsic|extrinsic]] factors. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==invented spelling==
 
==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. [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]
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* Also called <i>developmental spelling</i>, 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. [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]
  
 
==inventory of specific observable behaviors (ISOB)==
 
==inventory of specific observable behaviors (ISOB)==
* A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [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]
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* A compiled list of all the specific challenges that a given student seems to be facing at school. This list can be generated from scratch based on [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations, or it can be based on a previously generated list and revised according to [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] observations. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==IQ test==
 
==IQ test==

Latest revision as of 18:32, 19 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

identity

idiosyncratic measures

imagined community

  • Term used by Benedict Anderson to indicate that national identities are constructed phenomena. In the absence of daily face-to-face contact, 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

  • The carefully planned learning environment for language learners in two language groups who are placed in two-way immersion (TWI) classrooms with one or two teachers who speak both English and the target language. The goal is that the non–English-speaking children will learn English and the English-speaking children will learn the other target language while both groups learn grade-level content together and become bicultural. The two student groups in a TWI classroom have similar language proficiencies to the target language. Initially the minority language is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. Literacy and academic content instruction is adapted to be comprehensible for the learners in both groups and materials are specifically selected to match the students’ language proficiency levels in both languages. (See contrasting definition of submersion.) Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

immersion program

immigrant

independent reading

independent writing

individualized education plan (IEP)

individualized intervention

Individuals with Disabilities Education Act (IDEA)

  • Federal law that requires schools to serve the educational needs of eligible students with disabilities.

Individuals with Disabilities Education Improvement Act (IDEIA)

informal language

informal reading inventory

initial literacy instruction

initiation-response-evaluation (IRE)

inner circle

integrated bilingual education models

integrated transitional bilingual education

integration

intensive intervention

interactive read aloud

interactive writing

  • Writing instruction for ELLs who are at the beginning stage of writing, in which the teacher and the students compose a short sentence or paragraph. The teacher helps the students construct the sentence or sentences in enlarged text (e.g., on chart paper) by guiding individual students as they come up to add individual letters or words, and helping them to make relevant sound-symbol correspondences. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

interdependence hypothesis

intergenerational language transmission

interlanguage

interlexical homographs

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, third edition by Wayne E. Wright

inventory of specific observable behaviors (ISOB)

IQ test

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