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

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(native language)
(nombres cortos y largos)
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==<i>nombres cortos y largos</i>==
 
==<i>nombres cortos y largos</i>==
 
* Strategy for teaching initial literacy skills in Spanish (concept of word, syllable awareness, letter sounds, and strong and weak vowels) based on meaningful text: the students’ names. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
 
* Strategy for teaching initial literacy skills in Spanish (concept of word, syllable awareness, letter sounds, and strong and weak vowels) based on meaningful text: the students’ names. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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==normal curve equivalents (NCEs)==
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* A statistic descriptive of results from a standardized, norm-referenced test in which the bell curve is divided into 99 equal segments or intervals. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]

Revision as of 21:47, 11 November 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

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

No Child Left Behind Act (NCLB)

nombres cortos y largos

normal curve equivalents (NCEs)