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

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* Student new to the United States, usually a [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingual learner|sequential bilingual]] who has developed one language and is learning a second language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
 
* Student new to the United States, usually a [[Caslon_Language_Education_Wikimedia_(S)#sequential bilingual learner|sequential bilingual]] who has developed one language and is learning a second language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
  
* Students who have just arrived in the United States, typically with limited formal instruction. Most newcomers, as a result of their interrupted or limited schooling, have no or low levels of literacy in their [[#native language|native language]].  [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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* Students who have just arrived in the United States, typically with limited formal instruction. Most newcomers, as a result of their interrupted or limited schooling, have no or low levels of literacy in their [[#native language|native language]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
  
 
* 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. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
 
* 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. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
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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 [[Caslon_Language_Education_Wikimedia_(N)#native language|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]
 
* Programs developed at the secondary level, particularly for students with limited schooling or [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|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 [[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]
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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 [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ 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 19:50, 3 November 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

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 percent 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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