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

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(linguistic human rights movement)
(language minority)
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* 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]
  
* 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 [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are language minority students but all language minority students are not [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
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* Describes students who speak a language other than the dominant societal language ([http://caslonpublishing.com/about/staff/ 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 [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are language minority students but all language minority students are not [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
  
 
* Describes students who are not [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the language spoken by the dominant group of a given society. In the United States the term covers all students who speak languages other than standard 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]
 
* Describes students who are not [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the language spoken by the dominant group of a given society. In the United States the term covers all students who speak languages other than standard 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]

Revision as of 21:04, 29 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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