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

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==L2==
 
==L2==
 
* A person’s second or acquired language (generally English, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]). [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* A person’s second or acquired language (generally English, for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]). [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
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==labeling==
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* A process intended to categorize students so that they receive the support they need in school, but that can become derogatory or negative because the labels (e.g., [[#limited English proficient (LEP)|limited English proficient [LEP]]], not English proficient [NEP]) indicate a student’s weakness rather than his or her strength. This text uses the term [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner (ELL)]] because that is the terminology used in federal and state mandates, although we prefer inclusive language such as [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)|emergent bilingual]]. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
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==language acquisition==
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* A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* 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 [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* A process of apprenticeship that takes place in social contexts rather than as an individual process. From 5.12 (Kibler) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==language allocation==
 
==language allocation==
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* 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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* 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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A point of view in which the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|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. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ 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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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(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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A point of view in which the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home 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. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language-as-right orientation==
 
==language-as-right orientation==
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==language development==
 
==language development==
 
* The process by which language is learned. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 
* The process by which language is learned. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
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* A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* Seen from an emergent/usage-based approach, it is an adaptive, dynamic process involving changes in ELLs’ emerging language resources as they adapt in response to new experiences and feedback. From 2.4 (Larsen-Freeman) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* An ongoing process of language acquisition, characterized by fluidity and flexibility. From  2.15 (Velasco) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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==language development standards==
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* 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/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==language domains==
 
==language domains==
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* 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. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* 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. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
* A literacy instruction approach in which students dictate stories based on their own experiences and teachers transcribe the students’ dictations into texts and then use these texts for reading instruction. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* Students and teachers participate in a shared writing activity based on a common experience of the participants. Listening, speaking, reading, and writing activities may be connected to the LEA to support the development of [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]] and [[#literacy|literacy]]. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
* Students and teachers participate in a shared writing activity based on a common experience of the participants. Listening, speaking, reading, and writing activities may be connected to the LEA to support the development of oracy and literacy. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
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* A literacy instruction approach in which students dictate stories based on their own experiences and teachers transcribe the students’ dictations into texts and then use these texts for reading instruction. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language education==
 
==language education==
 
* A broad term used to describe all types of program configurations that provide instruction and services for language learners, such as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]] education, world language education, and [[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]] education programs (Freeman, 2004). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* A broad term used to describe all types of program configurations that provide instruction and services for language learners, such as [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]], [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]] education, world language education, and [[Caslon_Language_Education_Wikimedia_(H)#heritage language|heritage language]] education programs (Freeman, 2004). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
==language features==
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==language features/functions==
 
* Lexical and structural features of language, such as words, phonemes (sounds), morphemes (word endings), tense systems, pronoun systems, case distinctions, gender distinctions, syntactic structures, discourse markers, and so forth. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 
* Lexical and structural features of language, such as words, phonemes (sounds), morphemes (word endings), tense systems, pronoun systems, case distinctions, gender distinctions, syntactic structures, discourse markers, and so forth. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
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* Words or phrases that serve as examples of how we use language in practical ways to achieve a communicative purpose. “Describe” or “explain” are straightforward examples of language functions. From 1.8 (Boals) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==language for academic purposes==
 
==language for academic purposes==
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* A student who speaks the dominant societal or majority language. In the United States, this refers to a speaker of standard English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
 
* A student who speaks the dominant societal or majority language. In the United States, this refers to a speaker of standard English.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
* Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* Describes students who are [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language minority==
 
==language minority==
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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.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* 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.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and 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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* 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. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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==language objectives==
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* Lesson plan objectives that specify what students should know and be able to do by the end of the lesson related to language learning and the use of language needed to complete the accompanying content objectives. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language policy==
 
==language policy==
 
* Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
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==language progressions==
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* Statements that outline the language expectations for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] at each level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] associated with specific standards and academic tasks. language socialization. The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language proficiency==
 
==language proficiency==
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* A person’s overall competence in processing and using language across the language domains of listening, speaking, reading, and writing. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* A person’s overall competence in processing and using language across the language domains of listening, speaking, reading, and writing. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
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* A commonly used term when considering instructional issues for English language learners (ELLs). Definitions vary based on four broad research traditions (foreign language education, child language research, sociocultural theory, and psycholinguistics) that have informed research and practice on second language acquisition. From 2.3 (Dixon) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
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* The capacity to do more with language. From 5.3 (Lee and Llosa) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==language repertoire(s)==
 
==language repertoire(s)==
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==language socialization==
 
==language socialization==
* The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==language-specific approximation==
 
==language-specific approximation==
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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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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(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 [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* 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]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==learning disability==
 
==learning disability==
Line 176: Line 207:
  
 
==lexicon==
 
==lexicon==
* The vocabulary of a language. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* The vocabulary of a language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==limited English proficient (LEP)==
 
==limited English proficient (LEP)==
* Term for students who speak a language other than English and who have limited ability in listening, speaking, reading, or writing ability in English (see also [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learners]], [[Caslon_Language_Education_Wikimedia_(E)#English as an additional language (EAL) students|English as an additional language speakers]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
+
* Term for students who speak a language other than English and who have limited ability in listening, speaking, reading, or writing ability in English (see also [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual(s)|emergent bilinguals]], [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learners]], [[Caslon_Language_Education_Wikimedia_(E)#English as an additional language (EAL) students|English as an additional language speakers]]). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* A deficit-oriented term used to describe students who are acquiring [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]]. It is being replaced by the more positive term, [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging]]/[[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent]] bilingual. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
+
* A deficit-oriented term used to describe students who are acquiring [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language]]. It is being replaced by the more positive term, [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging]]/[[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual(s)|emergent]] bilingual. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
 
* An official designation for students who are identified as needing instruction in English. This term has been criticized because it defines the student in terms of a deficit, namely, limited English proficiency. The term [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] is increasingly used.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
 
* An official designation for students who are identified as needing instruction in English. This term has been criticized because it defines the student in terms of a deficit, namely, limited English proficiency. The term [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] is increasingly used.  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
Line 187: Line 218:
 
* The official designation of a student in need of [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|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. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* The official designation of a student in need of [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|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. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* A label for students who have not yet attained proficiency in English. Although the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] label is preferred, LEP remains an official legal designation in federal and in many states’ legislation. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A label for students who have not yet attained proficiency in English. Although the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] label is preferred, LEP remains an official legal designation in federal and in many states’ legislation. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 +
 
 +
* A deficit-perspective label for naming students acquiring English as an additional language. It marginalizes them rather than acknowledging their capacity and potential. From 1.9 (Garcia) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
* 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 [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==limited formal schooling (LFS)==
 
==limited formal schooling (LFS)==
Line 224: Line 259:
 
==literacy==
 
==literacy==
 
*The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
*The ability to use listening, speaking, reading, and writing in a variety of contexts and for a variety of purposes to interact with and understand the world. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 +
 +
*  The ability to use reading and writing in a variety of contexts for a variety of purposes to interact with and understand the world.[https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 +
 +
* Being able to read and interact with text. This definition of text is evolving to include the set of practices that students need to participate meaningfully in local and global economies and cultures. From 5.5 (Castro) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==literacy-based ELD instruction==
 
==literacy-based ELD instruction==
 
* A Literacy Squared text-based innovation that is especially designed to promote English literacy development in Spanish-English [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] students. Instruction builds on and refines the literacy skills and strategies as well as the conceptual knowledge that students are developing in Spanish and does not reteach them. Instead, it teaches children how skills and knowledge can be applied to reading, writing, speaking, and listening in English. Literacy-based ELD instruction further develops students’ awareness of the similarities and differences between English and Spanish literacy skills. Equal amounts of instructional time are devoted to oracy, reading, and writing that are specific to English and to [[Caslon_Language_Education_Wikimedia_(M)#metalanguage|metalanguage]] to help children make [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-language connections]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* A Literacy Squared text-based innovation that is especially designed to promote English literacy development in Spanish-English [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] students. Instruction builds on and refines the literacy skills and strategies as well as the conceptual knowledge that students are developing in Spanish and does not reteach them. Instead, it teaches children how skills and knowledge can be applied to reading, writing, speaking, and listening in English. Literacy-based ELD instruction further develops students’ awareness of the similarities and differences between English and Spanish literacy skills. Equal amounts of instructional time are devoted to oracy, reading, and writing that are specific to English and to [[Caslon_Language_Education_Wikimedia_(M)#metalanguage|metalanguage]] to help children make [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-language connections]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 +
 +
==Literacy Club (LC)==
 +
* A systematic [[Caslon_Language_Education_Wikimedia_(R)#Response to Instruction and Intervention (RtI2)|response to instruction and intervention]] program that provides support for students in [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual language]]/[[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] settings who are facing academic and linguistic challenges in achieving [[Caslon_Language_Education_Wikimedia_(P)#proficiency (level/stage of)|grade-level proficiency]]. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
==Literacy Squared==
 
==Literacy Squared==
 
* Comprehensive [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] program designed to accelerate the development of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] in Spanish/English-speaking children attending U.S. schools. It has four components: research, [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]], professional development, and the [[Caslon_Language_Education_Wikimedia_(H)#holistic biliteracy framework|holistic biliteracy instructional framework]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* Comprehensive [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] program designed to accelerate the development of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] in Spanish/English-speaking children attending U.S. schools. It has four components: research, [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]], professional development, and the [[Caslon_Language_Education_Wikimedia_(H)#holistic biliteracy framework|holistic biliteracy instructional framework]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 +
 +
* An innovative model that uses a holistic framework for biliteracy in which language and literacy instruction begins in two languages as early as kindergarten and is intentionally planned such that instruction is coordinated across languages (Escamilla et al., 2014). From 2.2 (Hopewell and Escamilla) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==Literacy Squared writing rubric==
 
==Literacy Squared writing rubric==
Line 242: Line 286:
 
==long-term English language learners (LTELLs)==
 
==long-term English language learners (LTELLs)==
 
* Term used to identify students who were designated as [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English learners]] when they entered the school system and have yet to be categorized as fluent, usually after seven years. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 
* Term used to identify students who were designated as [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English learners]] when they entered the school system and have yet to be categorized as fluent, usually after seven years. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 +
* Students with official ELL status for seven or more years. This type of labeling can also be seen as stigmatizing the bilingualism of a subgroup of ELLs. From 1.10 (Flores) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 +
* These students have attended U.S. schools for seven or more years, and remain entitled to receive language support services such as English as a second language (ESL) and/or bilingual education programming, according to their performances on English language proficiency assessments. From 6.6 (Menken and Kleyn) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 +
==Look Act==
 +
* Legislation passed in 2017 by the Massachusetts State Legislature—Bill H.4032. “An Act relative to language opportunity for our kids (LOOK).” Essentially reverses [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]] by undoing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] programs and allows school districts flexibility in providing language acquisition programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. The Act also established the state’s Seal of Biliteracy. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==looping==
 
==looping==

Latest revision as of 15:24, 17 July 2019

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 objectives

language policy

language progressions

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)

Look Act

looping

Top