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

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==newcomer program==
 
==newcomer program==
* A program model aimed at students who not only have limited proficiency in English, but also have limited literacy skills in their primary language. These students’ lack of basic literacy in their first language can usually be attributed to a lack of formal schooling in their home countries. Although newcomer programs vary in design, they are all set up to address the unique needs of this special population of students. Newcomer programs, in addition to academic English, may focus on acculturation to the U.S. school system, preparing students for their lives in new communities, and developing students' primary languages. Most newcomer programs share some common features, among which are that the programs are distinct from regular language support programs, that they use instructional strategies aimed at initial literacy development, and that they have courses or activities aimed at orienting students to different aspects of American culture and society. [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 program model aimed at students who not only have [[Caslon_Language_Education_Wikimedia_(L)#limited English proficient (LEP)|limited proficiency]] in English, but also have limited [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] skills in their [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]]. These students’ lack of basic [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their first language can usually be attributed to a lack of formal schooling in their home countries. Although newcomer programs vary in design, they are all set up to address the unique needs of this special population of students. Newcomer programs, in addition to academic English, may focus on acculturation to the U.S. school system, preparing students for their lives in new communities, and developing students' [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary languages]]. Most newcomer programs share some common features, among which are that the programs are distinct from regular language support programs, that they use instructional strategies aimed at initial literacy development, and that they have courses or activities aimed at orienting students to different aspects of American culture and society. [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]
  
* Programs developed at the secondary level, particularly for students with limited schooling or literacy in their native languages. [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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* Programs developed at the secondary level, particularly for students with limited schooling or [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their native languages. [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]
  
* Specially designed programs for newcomers (recent arrivals to the United States who have no or low English proficiency and often have limited literacy in their native language). The goal is to accelerate their acquisition of language and academic skills and to orient them to the United States and to U.S. schools. Some follow a bilingual education approach and others focus on sheltered English. [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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* Specially designed programs for newcomers (recent arrivals to the United States who have no or low English proficiency and often have limited [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]]). The goal is to accelerate their acquisition of language and academic skills and to orient them to the United States and to U.S. schools. Some follow a [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] approach and others focus on [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered English]]. [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]
  
 
* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some [[Caslon_Language_Education_Wikimedia_(H)#home language instruction|home language instruction]] and ample [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support (PLS)]]. [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]
 
* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some [[Caslon_Language_Education_Wikimedia_(H)#home language instruction|home language instruction]] and ample [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support (PLS)]]. [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 21:00, 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

narrow reading

national origin minority group (student)

  • A student whose inability to speak and understand the English language excludes him or her from effective participation in the educational program offered by a school district, generally a student who was born in a country outside the United States or whose family has an ancestry from a country outside the United States and who speaks a language other than English at home. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

Native American Languages Act (1990)

native English speakers

native language

  • The first language learned by a child; also called L1. Subsequent languages are called L2, L3, and so forth, according to their position in the sequence of learning. In early childhood education, the presence of any language in the home in the early years should be considered in planning for the child’s educational needs, so the term “home language” is now used more frequently than “native language.” See also home language. Young Dual Language Learners by Karen N. Nemeth

native language arts

  • A class in which students who natively speak a particular language can develop their primary language reading and writing (e.g., Spanish for native speakers). This class often allows students to read and appreciate the literature produced in their native language and to learn about the lives and work of the major authors that span the cultural groups who share the native language. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

nativism

newcomer(s)

  • A student who has just arrived in the United States and most likely speaks no English. Newcomer programs are offered by some schools with specific linguistic, cultural, and personal supports available to aid adjustment. Young Dual Language Learners by Karen N. Nemeth

newcomer program

  • A program model aimed at students who not only have limited proficiency in English, but also have limited literacy skills in their primary language. These students’ lack of basic literacy in their first language can usually be attributed to a lack of formal schooling in their home countries. Although newcomer programs vary in design, they are all set up to address the unique needs of this special population of students. Newcomer programs, in addition to academic English, may focus on acculturation to the U.S. school system, preparing students for their lives in new communities, and developing students' primary languages. Most newcomer programs share some common features, among which are that the programs are distinct from regular language support programs, that they use instructional strategies aimed at initial literacy development, and that they have courses or activities aimed at orienting students to different aspects of American culture and society. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

next generation assessments

  • Refers to content and English language proficiency assessments developed in response to federal requirements for ESEA Flexibility. These assessments are designed to measure required college and career readiness standards and corresponding English language proficiency standards. Examples include the PARRC and Smarter Balanced assessments associated with the Common Core State Standards, and the WIDA (ACCESS 2.0) and ELPA21 assessments. Most of these assessments are delivered by computer or mobile devices and include technology-enhanced questions that go beyond traditional paper-and-pencil multiple-choice tests. Some also use computer-adaptive testing techniques. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

Next Generation Science Standards (NGSS)

No Child Left Behind Act of 2001 (NCLB)

nombres cortos y largos

normal curve equivalents (NCEs)

norm-referenced test

  • A test designed to compare a student’s score to those of other students. Test results are usually reported as percentile rankings (e.g., a student at the 71st percentile rank scored higher than 71% of the students in the test’s norming population, that is, a group of students who have already taken the test). Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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