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

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==identity==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==idiosyncratic measures==
 
==idiosyncratic measures==
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==imagined community==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==immersion==  
 
==immersion==  
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==initiation-response-evaluation (IRE)==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==inner circle==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==integrated bilingual education models==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* [[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/landing//dejong.ester/ Ester de Jong]
  
 
==integrated transitional bilingual education==
 
==integrated transitional bilingual education==
* 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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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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/landing//dejong.ester/ Ester de Jong]
  
 
==integration==
 
==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==intensive intervention==
 
==intensive intervention==
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==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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ 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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
==internal accountability==
 
==internal accountability==
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==IQ test==
 
==IQ test==
* 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 [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* 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/landing//dejong.ester/ Ester de Jong]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Revision as of 19:53, 4 November 2016

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, second edition by Wayne E. Wright

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

Top