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

Revision as of 20:09, 11 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

• The way one constructs one’s relationship with the world and others; sense of self.Foundations for Multilingualism in Education by Ester de Jong

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 literacy skills. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

informal language

• See social language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

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. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

initiation-response-evaluation (IRE)

• Recitation script in which the teacher initiates a question, the student replies, and the the teachers evaluates the correctness of the student’s response. Foundations for Multilingualism in Education by Ester de Jong

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

• Bilingual education models that integrate speakers of the dominant language and minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

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

• Process of bringing together different parts, on an equal basis, to make a whole. Foundations for Multilingualism in Education by Ester de Jong

interactive read aloud

• A reading approach in which the teacher reads aloud for children,

thus modeling the reading process and comprehension strategies. In 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 in order to support both literacy skills and oral language development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

interdependence hypothesis

• Developed by Jim Cummins; states that proficiency in the second language is related to profi ciency in the native language. See also common underlying proficiency (CUP). Foundations for Multilingualism in Education by Ester de Jong

intergenerational language transmission

• Language acquisition context where children acquire their native language from their parents. 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

intersentential code-switching

• Code-switching (switching from one language to the other) that occurs between sentences. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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

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 resources available to them that support their move, both financial and social.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

IQ test

• Designed to measure an assumed intelligence quotient, believed to be innate (also called general intelligence factor or the g factor). Foundations for Multilingualism in Education by Ester de Jong