Caslon Language Education Wikimedia (L)

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Contents

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

L1

L2

labeling

language acquisition

  • The process of acquiring language that has three conceptualizations: (1) individual cognitive (the individual learner must figure out the rules of the linguistic system from the language to which he or she is exposed), (2) social (language learning is not a strictly individual cognitive act, rather, it is presumed to be situated and social, with ELLs learning the local norms of social usage primarily through interaction with others, and (3) emergent or usage-based (combines cognitive and social views of learning; language development is seen as an adaptive, dynamic process). From 2.4 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language allocation

language-as-problem orientation

language-as-resource orientation

language-as-right orientation

language attrition

language brokering

language compartmentalization

language development

language development standards

  • The blueprints for guiding curriculum, instruction, and assessment with respect to language development in classroom contexts, in particular for English language learners (ELLs). They should provide models of language performance in a variety of instructional contexts and illustrate language features/functions. From 1.8 (Boals) in Chttps://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ Common Core, Bilingual and English Language Learners] edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

language domains

language dominance

language experience approach (LEA)

  • 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. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

language education

language features/functions

language for academic purposes

language ideology

language immersion program

  • A program for students in preschool through later grades that is designed to immerse them in a new language. U.S. language immersion programs are run as private schools or enrichment programs to help monolingual English speakers become fluent in a new language while attaining educational goals. Young Dual Language Learners by Karen N. Nemeth

language loss

language majority

language minority

  • A term applied to a student who speaks a minority language or a language other than the dominant societal language. In the United States, this refers to a speaker of any language or variety of language other than standard English (e.g., black vernacular English or Ebonics, Spanish). English Language Learners at School, second edition by Else Hamayan and Rebecca Field
  • Describes students who speak a language other than the dominant societal language (Freeman, 2004). In the United States, language minority students speak a language other than English at home. Some language minority students, especially those who are born in the United States, are also English-proficient speakers. Others within this group speak the home language and have various English language proficiency levels. In other words, all ELLs are language minority students but all language minority students are not ELLs. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

language policy

language proficiency

language repertoire(s)

language revitalization

language shift

language socialization

language-specific approximation

language-specific performance

language status equalization

language structures

language transfer

large-scale assessment

late-exit transitional bilingual program

Lau v. Nichols

  • 1974 Supreme Court case involving 1,700 Chinese students in San Francisco; the Court ruled that without accommodations there cannot be equal access for students who do not speak English, even if they are given the same resources as English speakers. Foundations for Multilingualism in Education by Ester de Jong

Lau Remedies

learning disability

letras tramposas (tricky letters)

level(s) of language proficiency

leverage

lexicon

limited English proficient (LEP)

  • The official designation of a student in need of ELD services in school. This term is falling out of favor in the education world because of the negative connotations of using the word “limited” when these students actually have the benefit of knowing more than one language. Young Dual Language Learners by Karen N. Nemeth
  • This label indicates that a student is deficient in English as a determinant. It characterizes the student as lacking in English, a lack that needs to be fixed. The label negates any strengths students possess in other languages or any funds of knowledge they have related to academics. This labeling can constrain the educational program students receive and create a negative stereotype. From 1.9 (Santos) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

limited formal schooling (LFS)

linear discourse pattern

lingua franca

linguistic bias

linguistic borrowing

linguistic creativity

linguistic ecology

linguistic equity

linguistic human rights movement

linguistic imperialism

linguistic instrumentalism

literacy

literacy-based ELD instruction

Literacy Club (LC)

Literacy Squared

Literacy Squared writing rubric

literal translations

longitudinal data

long-term English language learners (LTELLs)

looping

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