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

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(Literacy Squared)
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==language-as-problem orientation==
 
==language-as-problem orientation==
 
* View of language diversity as the cause of social problems or underachievement of [[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]
 
* View of language diversity as the cause of social problems or underachievement of [[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]
* A point of view in which the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* A point of view in which the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==language-as-resource orientation==
 
==language-as-resource orientation==
 
* Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. [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]
 
* Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. [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]
  
* A point of view in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* A point of view in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==language-as-right orientation==
 
==language-as-right orientation==
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* Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] or a [[Caslon_Language_Education_Wikimedia_(T)#two-language learner|two-language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
* Speaker of a language other than the one used by the majority of the people in the country (e.g., Spanish speaker in the United States); also referred to as an [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] or a [[Caslon_Language_Education_Wikimedia_(T)#two-language learner|two-language learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
  
*A term applied to students who come from a minority group and speak a language other than English, including those whose first language is not English or those who speak a variety of English, as used in a foreign country or U.S. possession, that is so distinct that [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELL]] instruction is necessary (e.g., Liberian English). These students may or may not be proficient in English. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
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*A term applied to students who come from a minority group and speak a language other than English, including those whose first language is not English or those who speak a variety of English, as used in a foreign country or U.S. possession, that is so distinct that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] instruction is necessary (e.g., Liberian English). These students may or may not be proficient in English. [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
  
 
* 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).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
 
* 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).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* Guidelines developed by the Office of Civil Rights to implement the 1974 <i>Lau v. Nichols</i> Supreme Court decision; retracted in the 1980s. [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]
 
* Guidelines developed by the Office of Civil Rights to implement the 1974 <i>Lau v. Nichols</i> Supreme Court decision; retracted in the 1980s. [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]
  
* Regulations issued by the U.S. Department of Education Office of Civil Rights following the U.S. Supreme Court Decision <i>Lau v. Nichols</i> (1974), outlining requirements for school districts and schools to address the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* Regulations issued by the U.S. Department of Education Office of Civil Rights following the U.S. Supreme Court Decision <i>Lau v. Nichols</i> (1974), outlining requirements for school districts and schools to address the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==learning disability==
 
==learning disability==

Revision as of 16:21, 25 February 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

L1

L2

language allocation

language-as-problem orientation

language-as-resource orientation

language-as-right orientation

language attrition

language brokering

language compartmentalization

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 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 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 revitalization

language shift

language socialization

language-specific approximation

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

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

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 Squared

Literacy Squared writing rubric

literal translations

longitudinal data

looping

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