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

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==maximal bilingual==
 
==maximal bilingual==
* Bilinguals having as extensive control of their second language as of their first.
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* [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilinguals]] having as extensive control of their second language as of their first.
  
 
==meaning-based literacy==
 
==meaning-based literacy==

Revision as of 20:01, 21 January 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

mainstream multilingual and bilingual models

maintenance bilingual education

maintenance bilingual program

majority language

  • The dominant societal language (e.g., English in the United States). This language is the higher status, more powerful language in society and often is used for official or public purposes (e.g., education, government, mainstream media). English Language Learners at School by Else Hamayan and Rebecca Field
  • The language spoken by the majority of people in a described location (school, community, or state), or the official language of the location—even if fewer than half of the people in the area are fluent in that language. Compare to Minority language. Young Dual Language Learners by Karen N. Nemeth

maximal bilingual

  • Bilinguals having as extensive control of their second language as of their first.

meaning-based literacy

meta-analysis

metacognition

  • Higher-order thinking that involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.

metalanguage

  • Thinking and talking about language and, in the case of biliteracy, understanding the relationships between and within languages. It is the language used to talk about language, and its mastery allows students to analyze how language can be leveraged to express meaning. The development of metalanguage includes the ability to identify, analyze, and manipulate language forms and to analyze sounds, symbols, grammar, vocabulary, and language structures between and within languages. It has been identified as one of three fundamental skills, along with the psycholinguistic abilities, necessary to decode and comprehend. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

metalinguistic awareness

  • The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In bilingual learners of Spanish and English, it is the understanding of how the two languages are similar and different. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
  • The ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in bilingual people. Young Dual Language Learners by Karen N. Nemeth

meta-narratives

Meyer v. Nebraska

  • 1954 Supreme Court case involving a parochial school teacher accused of teaching the Bible in German to an elementary-age student. The Court ruled that the state does not have a compelling interest to forbid the teaching of languages other than English in school. Foundations for Multilingualism in Education by Ester de Jong

migrant

  • A student whose parent or guardian is a migratory agricultural worker, including workers in the dairy and fishing industries, and who, in the preceding 36 months, has accompanied a parent or guardian who is engaged in temporary or seasonal employment. Some broaden this definition to include students whose parents must move frequently in order to find any sort of work to support the family, thus frequently interrupting or stopping their education.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

minimal pairs

minority or dominated languages

  • Any language or variety of a language other than the majority language. These languages are lower status, less powerful languages in society and are generally used for more private or unofficial purposes (e.g., home, local community religious and secular institutions). English Language Learners at School by Else Hamayan and Rebecca Field
  • A language that is spoken by less than half of the people in a described location, or a language that is not the official language or most powerful language influence in a state or area. Compare to Majority language. Young Dual Language Learners by Karen N. Nemeth

model

modeled writing

model performance indicators (MPIs)

  • A component of the WIDA English language development standards designed to help teachers plan and differentiate instruction for students based on their level of English language proficiency. The indicators provide examples of observable language behaviors that ELLs at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

monoglossic perspective

monolingual

  • Commonly used to refer to a person or program that uses only one language. Given that all language users speak multiple varieties of the same language, the notion of a monolingual speaker is somewhat misleading. Given that all programs include students that use more than one language or variety of a language, the notion of a monolingual program is also somewhat misleading.

moribund languages

morphology

multilingualism

multiple measures

multi-trait scoring

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