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

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* 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 country. 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 a student’s primary language. 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]
 
* 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 country. 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 a student’s primary language. 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 language. [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]
 
* Programs developed at the secondary level, particularly for students with limited schooling or literacy in their native language. [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 profi ciency 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 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]
* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some home language instruction and ample primary language support. [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]
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* For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner ([[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELL]])|[[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]]]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some home language instruction and ample primary language support. [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]
  
 
==next-generation assessments==
 
==next-generation assessments==

Revision as of 17:13, 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

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

native language arts

nativism

newcomer

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 country. 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 a student’s primary language. 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
  • Programs developed at the secondary level, particularly for students with limited schooling or literacy in their native language. Foundations for Multilingualism in Education by 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. English Language Learners at School by Else Hamayan and Rebecca Field
  • For beginning-level [[Caslon_Language_Education_Wikimedia_(E)#English language learner (ELL)|ELLs]] who have been in the United States for only 1 or 2 years. Programs typically provide intensive English instruction and may include some home language instruction and ample primary language support. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

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

norm-referenced test

normal curve equivalents (NCEs)

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