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

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(limited English proficient (LEP))
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==language ideology==
 
==language ideology==
 
* Commonsense notions about language, language acquisition, and language use. [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]
 
* Commonsense notions about language, language acquisition, and language use. [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]
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==language immersion program==
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* 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. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]
  
 
==language loss==
 
==language loss==

Revision as of 21:13, 14 December 2015

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

( Spheres of activity defined by specific times, settings, and role relationships. Foundations for Multilingualism in Education by Ester de Jong

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

  • 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 English language learner or a two-language learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
  • A student who speaks a language other than the dominant societal language, or a minority language. In the United States, this refers to a speaker of any language or variety of language other than standard English (for example, black vernacular English or Ebonics, Spanish). English Language Learners at School by Else Hamayan and Rebecca Field
  • Students who speak a language other than the dominant societal language (Freeman, 2004). In the U.S., language-minority students speak a language other than English at home. Some language-minority students, especially those that are born in the U.S., 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 Remedies

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

learning disability

letras tramposas (tricky letters)

level(s) of language proficiency

lexicon

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 (also emergent bilinguals, bilingual learners, English as an Additional Language speakers). Foundations for Multilingualism in Education by Ester de Jong
  • An official designation for students who are designated as in need of instruction in English. This term has been criticized because it defines the student in terms of a deficit, namely, limited English proficiency. The term English language learner is increasingly used. English Language Learners at School by Else Hamayan and Rebecca Field

limited formal schooling (LFS)

  • The condition of students who enter U.S. schools with little or no schooling in their native language. These students must develop literacy for the first time and acquire the academic content knowledge and skills they have missed. A newcomer program is one that is designed for students who lack prior schooling and must learn to read and write for the first time. These programs generally try to accelerate learning as much as possible to make up for lost time and often do so by extended schooling options (extended day, year) (see newcomer program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

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

  • A Literacy Squared text-based innovation that is especially designed to promote English literacy development in Spanish-English 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 metalanguage to help children make cross-language connections. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

Literacy Squared writing rubric

literal translations

longitudinal data

looping

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