Caslon Language Education Wikimedia (I)

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

idiosyncratic measures

• The planning, collecting, analyzing, and reporting of student data that are unique to individual teachers and their classrooms. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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 (immersion) classroom have similar language proficiencies of 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.) (Gottlieb et al., 2007). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

immersion program

• A type of dual language program that exclusively targets language majority students (such as English speakers in the United States). These programs provide content area instruction through English and another language (for example, French, Spanish, Chinese) and aim for bilingualism, biliteracy, academic achievement in two languages, and positive cultural understanding and intercultural relations. They are sometimes referred to as second or foreign language immersion programs. NOTE: Sometimes the term immersion is used to describe all-English programs for language minority students; however, when schools do not structure the learning environment of English language learners (by, for example, using sheltered instructional strategies), this experience is better understood as submersion, or sink-or-swim. Contrast this with sheltered English programs or specially designed academic instruction in English/SDAIE programs, that is, English-medium programs that are specially designed to meet the language and learning needs of ELLs. English Language Learners at School by Else Hamayan and Rebecca Field

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
• Reading students are able to do on their own with little or no support. Foundations for Teaching English Language Learners, second edition by 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. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
• 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

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 assessment of the student, and include services to enhance the academic development of the student. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

individualized intervention

• Tier 2 within the response to intervention (RtI) approach. A Tier 2 intervention is intended for students who need additional support. These students should be given individualized intervention plans. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

Individuals with Disabilities Education Improvement Act (IDEIA)

• Federal legislation enacted to ensure the rights and provide appropriate and necessary public educational services to students with exceptionalities. Also known as the Individuals with Disabilities Education Act (IDEA). First passed in 1975 as the Education Act for All Handicapped (PL 94-142) with subsequent re-authorizations (including 2004). Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

informal language

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

informal reading inventory

• A performance-based, 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. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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

intensive intervention

• Tier 3 within the response to intervention (RtI) approach. A 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. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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 accountability

• A system of assessment and 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. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

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

interventions

• Strategies used to address a student’s observed learning difficulty. See individualized interventions, intensive interventions, specific interventions, systemic interventions, universal interventions. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

intrasentential code-switching

• Code-switching that occurs within the boundaries of a sentence. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

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 extrinsic factors. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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

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

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 ECOS team observations, or it can be based on a previously generated list and revised according to ECOS team observations. Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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

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