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

From Caslon Wiki
Jump to: navigation, search
(identity)
(imagined community)
Line 31: Line 31:
  
 
==imagined community==
 
==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
+
* 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. [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]
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]
+
  
 
==informal language==
 
==informal language==

Revision as of 18:41, 9 November 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

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

informal language

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

integration

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

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

interdependence hypothesis

intergenerational language transmission

immigrant

IQ test