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

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==Caslon Language Education Index==
 
==Caslon Language Education Index==
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(A) A],  
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[[Caslon_Language_Education_Wikimedia_(A)|A]],  
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[[Caslon_Language_Education_Wikimedia_(L)|L]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(M) M],
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[[Caslon_Language_Education_Wikimedia_(M)|M]],
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[[Caslon_Language_Education_Wikimedia_(P)|P]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Q) Q],
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[[Caslon_Language_Education_Wikimedia_(R)|R]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(S) S],
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[[Caslon_Language_Education_Wikimedia_(S)|S]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(T) T],
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[[Caslon_Language_Education_Wikimedia_(T)|T]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(U) U],
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[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(W) W],
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[[Caslon_Language_Education_Wikimedia_(W)|W]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(X) X],
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[[Caslon_Language_Education_Wikimedia_(X)|X]],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Y) Y],
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[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Z) Z]
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[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
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 +
==identity==
 +
* The way one constructs one’s relationship with the world and others; sense of self. [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]
 +
 
 +
==idiosyncratic measures==
 +
* The planning, collecting, analyzing, and reporting of student data that are unique to individual teachers and their classrooms. [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]
 +
 
 +
==imagined community==
 +
* Term used by [https://en.wikipedia.org/wiki/Benedict_Anderson 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. [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]
 +
 
 +
==immersion==
 +
* The carefully planned learning environment for language learners in two language groups who are placed in [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|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 [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|bicultural]]. The two student groups in a [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|TWI]] classroom have similar [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiencies]] to the target language. Initially the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] is the language of instruction for the majority of the school day. Each year, instruction is increasingly taught in English. [[Caslon_Language_Education_Wikimedia_(L)#literacy|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’ [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] levels in both languages. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(S)#submersion|submersion]].) [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 +
 
 +
==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>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
 +
 
 +
==immigrant==
 +
* A person who makes a decision to relocate to another country with the intention of living there permanently. Because the move is planned and there are conditions for entry, the immigrating persons usually have financial and social resources available to them that support their move. [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]
 +
 
 +
==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]
 +
* 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==
 +
* 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. [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)==
 +
* Federally mandated plan for school-based services provided to children with exceptionalities. These services must be developed jointly by the student’s family and professional interventionists, based upon multidisciplinary [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] of the student, and include services to enhance the academic development of the student. [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]
 +
 
 +
==individualized intervention==
 +
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 2 Intervention|Tier 2 intervention]] is intended for students who need additional support. These students should be given individualized intervention plans. [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]
 +
 
 +
==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)==
 +
* Federal legislation enacted to ensure the rights of and provide appropriate and necessary public educational services for students with exceptionalities. Also known as the [[#Individuals with Disabilities Education Act (IDEA)|Individuals with Disabilities Education Act (IDEA)]]. First passed in 1975 as the [[Caslon_Language_Education_Wikimedia_(E)#Education for All Handicapped Children Act, 1975 (P.L. 94-142)|Education Act for All Handicapped (PL 94-142)]] with subsequent reauthorizations (including 2004). [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]
  
 
==informal language==
 
==informal language==
* See [[Caslon_Language_Education_Wikimedia_(S)#social language|social 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]
+
* See [[Caslon_Language_Education_Wikimedia_(S)#social language|social 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]
 +
 
 +
==informal reading inventory==
 +
* A performance-based, [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative assessment]] of students’ reading whose results provide an inventory of students’ abilities in major aspects of reading, including vocabulary knowledge, listening comprehension, silent reading comprehension, and fluency. [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]
  
 
==initial literacy instruction==
 
==initial literacy instruction==
* The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. [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]
+
* The teaching of reading and writing when students first encounter print and are beginning to learn to match oral language with text. [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]
 +
 
 +
==initiation-response-evaluation (IRE)==
 +
* Recitation script in which the teacher initiates a question, the student replies, and the the teacher evaluates the correctness of the student’s response. [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]
 +
 
 +
==inner circle==
 +
* The innermost of the three concentric circles conceived by [https://en.wikipedia.org/wiki/Braj_Kachru Braj Kachru] (1985) to describe the level of English use within a country; in the inner circle English is the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] for the great majority of inhabitants. [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]
 +
 
 +
==integrated bilingual education models==
 +
* [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|Bilingual education]] models that integrate speakers of the [[Caslon_Language_Education_Wikimedia_(D)#dominant language|dominant language]] and [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers. [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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==integrated transitional bilingual education==
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* Model of [[Caslon_Language_Education_Wikimedia_(T)#transitional bilingual education (TBE)|transitional bilingual education (TBE)]] in which [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students share instructional time with students placed in a mainstream classroom in an effort to overcome the negative impact of segregating the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] students while they are becoming familiar with the new language and culture. [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]
 +
 
 +
==integration==
 +
* Process of bringing together different parts, on an equal basis, to make a whole. [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]
 +
 
 +
==intensive intervention==
 +
* [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3]] within the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI)]] approach. A [[Caslon_Language_Education_Wikimedia_(T)#Tier 3 Intervention|Tier 3 intervention]] may be comprised of specialized individualized interventions for students with significant needs. This level of support may involve special education services or may be employed as the last set of specific, one-on-one interventions before placement of the child into special education. [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]
 +
 
 +
==interactive read aloud==
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* A reading approach in which the teacher reads aloud to children, thus modeling the reading process and comprehension strategies. In [[Caslon_Language_Education_Wikimedia_(L)#Literacy Squared|Literacy Squared]], this also includes directing students’ attention to cross-language connections. An essential feature of this approach is active student engagement in conversations about the text to support both [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills and oral language development. [[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]
 +
 
 +
==interactive writing==
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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==
 +
* 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==
 +
* 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]
 +
 
 +
==interlanguage==
 +
* 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]
 +
 
 +
==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]
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 +
==internal accountability==
 +
* A system of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] and [[Caslon_Language_Education_Wikimedia_(E)#evaluation|evaluation]] in which multiple sources of data are used for monitoring student progress in reaching locally determined goals and making improvements to programs of instruction based on local needs. [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]
  
 
==internal structure of a language==
 
==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. [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]
+
* The natural way a language is organized. [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that matches the internal structure of the language is characterized by the use of strategies that support [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] development in that language, such as studying vowels first in Spanish and consonants first in English. [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]
 +
 
 +
==intersentential code-switching==
 +
* [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] (switching from one language to the other) that occurs between sentences. [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]
  
==language allocation==
+
==interventions==
* Percentage of the instructional day spent in each language in a bilingual or [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]]. [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]
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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]
  
==language experience approach (LEA)==
+
* 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]
* A method of writing instruction in which the teacher puts students’ oral language into print, enabling students to create a comprehensible text in their own words directly related to a shared experience.[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]
+
  
==language-majority student==
+
==intrasentential code-switching==
* Speaker of the language used by the majority of the people in the country (e.g., English speaker in the United States). language-minority student: Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an English language learner or a two-language learner.[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]
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* [[Caslon_Language_Education_Wikimedia_(C)#code-switching|Code-switching]] that occurs within the boundaries of a sentence. [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]
  
==<i>letras tramposas</i> (tricky letters)==
+
==intrinsic==
* Letters in Spanish that produce the same sound (e.g., b/v; c/s/z; c/qu/; j/g; ll/y). They are described as “tricky” because the phonology of Spanish is otherwise regular and transparent. They are often the focus a word wall in Spanish. [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]
+
* 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]
  
==linear discourse pattern==
+
==invented spelling==
* A communication style often associated with English that involves the use of a minimal number of words to get to the point directly. Contrasts with circular discourse pattern. [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]
+
* 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]
  
==linguistic borrowing==
+
==inventory of specific observable behaviors (ISOB)==
* A characteristic of Spanish in the United States; the use of English words that retain the English meaning (e.g., “lonche”–lunch; “bills”–bills; “puchar”–push). [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 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]
  
==linguistic creativity==
+
==IQ test==
* Term used in this book to describe the ways students use Spanish and English together. [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]
+
* Designed to measure an assumed intelligence quotient, believed to be innate (also called general intelligence factor or the g factor). [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]
  
==literacy==
+
[[#Caslon Language Education Index|Top]]
* The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. [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]
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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

Top