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

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(Proposition 58 (“English proficiency. Multilingual Education”))
 
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* A holistic approach to teaching reading and writing where students learn to read and write in two languages simultaneously, beginning in kindergarten. Paired literacy practices are not duplicative and do not involve concurrent translation. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
 
* A holistic approach to teaching reading and writing where students learn to read and write in two languages simultaneously, beginning in kindergarten. Paired literacy practices are not duplicative and do not involve concurrent translation. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
==parental involvement==
+
==parental engagement==
* The direct involvement or active engagement of parents in the education of their children. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* The direct involvement and active engagement of parents in the education of their children. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==partner reading==
 
==partner reading==
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==peer assessment==
 
==peer assessment==
* Students’ assessment of each other’s work or performances. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Students’ assessment of each other’s work or performances. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==percentile==
 
==percentile==
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* Original student work and performance that are interpreted with scoring guides or rubrics. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* Original student work and performance that are interpreted with scoring guides or rubrics. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
  
* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in which students are evaluated on their ability to perform a specific academic task or set of related tasks (e.g., use oral language to role play interactions at the market, write an essay, conduct a science experiment, measure and compare a set of objects using a scale). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A form of [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessment]] in which students are evaluated on their ability to perform a specific academic task or set of related tasks (e.g., use oral language to role play interactions at the market, write an essay, conduct a science experiment, measure and compare a set of objects using a scale). https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 +
 
 +
==performance-based assessment(s)==
 +
* An added dimension of formative assessment that increases its power and utility. It not only assesses what students know but also their ability to apply what they know in given situations (Abedi, 2010). From 7.9 (Marler) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==performance indicator==
 
==performance indicator==
* A written statement that describes what students must be able to do to indicate their learning of content according to their level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. In [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA Consortium]] states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]  
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* A written statement that describes what students must be able to do to indicate their learning of content according to their level of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. In [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA Consortium]] states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell]
 +
 
 +
==performance model(s)==
 +
* Such models provide examples of language at particular benchmarks or levels, thus becoming tools for assessment and indicative of language progress within content-area contexts. From 1.8 (Boals) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==personal word book==
 
==personal word book==
* A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
== phonics==
 
== phonics==
* A component of reading instruction in which students learn the phonetic value (i.e., sounds) of individual letters and letter combinations. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* A component of reading instruction in which students learn the phonetic value (i.e., sounds) of individual letters and letter combinations. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==phonological awareness==
 
==phonological awareness==
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* The study of the sound system of a language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* The study of the sound system of a language. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
* The study of the sound systems of languages. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
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* The study of the sound systems of languages. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==picture walk==
 
==picture walk==
 
* Active reading strategy in which students look at pictures from a book and turn and talk about them with a partner, using [[Caslon_Language_Education_Wikimedia_(S)#sentence prompts|sentence prompts]] and a word bank. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* Active reading strategy in which students look at pictures from a book and turn and talk about them with a partner, using [[Caslon_Language_Education_Wikimedia_(S)#sentence prompts|sentence prompts]] and a word bank. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 +
 +
==pivotal portfolio==
 +
* The systemic collection of essential student assessment information that is kept during each emerging bilingual student’s entire time of participation in the language program. It is used to inform critical decisions regarding the student’s program of study. From 7.10 (Nguyen) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==pluralist discourses==
 
==pluralist discourses==
 
* Ways of thinking and talking about the world that consider linguistic and cultural diversity as a resource for sociocultural, political, and economic development. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* Ways of thinking and talking about the world that consider linguistic and cultural diversity as a resource for sociocultural, political, and economic development. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that recognize [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] and cultures as rich resources for helping them learn English and academic content and that strive to help them develop high levels of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in both languages (also called [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|multilingual]] [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]]). [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|Discourses]] that recognize [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home languages]] and cultures as rich resources for helping them learn English and academic content and that strive to help them develop high levels of [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] and [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] in both languages (also called [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|multilingual]] [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]]). [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==portfolio assessment==
 
==portfolio assessment==
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* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of a student’s learning through the longitudinal collection and analysis of student work related to specific learning objectives. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of a student’s learning through the longitudinal collection and analysis of student work related to specific learning objectives. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of student work collected throughout the school year and organized in a portfolio. Enables the assessment of students’ progress and growth based on authentic samples of student work. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessment]] of student work collected throughout the school year and organized in a portfolio. Enables the assessment of students’ progress and growth based on authentic samples of student work. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==pragmatics==
 
==pragmatics==
 
* The study of how language is used and the larger context in which it is used. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 
* The study of how language is used and the larger context in which it is used. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
* The study of language in use, that is, how individuals produce and interpret language in social interaction in specific contexts. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* The study of language in use, that is, how individuals produce and interpret language in social interaction in specific contexts. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==praxis==
 
==praxis==
* The process by which theory is enacted in a reflective and critical way in order to transform the classroom ([http://www.freire.org/paulo-freire/paulo-freire-biography Freire], 1970). Two important elements in this approach are the critical awareness of and the continual interplay between theory and action needed to bring improvements to participants’ teaching and learning. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
+
* The process by which theory is enacted in a reflective and critical way in order to transform the classroom ([http://www.freire.org/paulo-freire/paulo-freire-biography Freire], 1970). Two important elements in this approach are the critical awareness of and the continual interplay between theory and action needed to bring improvements to participants’ teaching and learning. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
  
 
==praxis-based professional development (PD)==
 
==praxis-based professional development (PD)==
* PD where instructional strategies, theories of learning and teaching, and approaches to inclusive teaching of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students in mainstream classrooms are <i>not</i> delivered in a top-down manner by instructors in one-size-fits-all presentations, and teachers are <i>not</i> expected to uncritically implement those strategies and approaches in their classes. Instead, it involves collaboration and a gradual release of responsibility over time from a PD provider to teachers in three distinct yet overlapping stages. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
+
* PD where instructional strategies, theories of learning and teaching, and approaches to inclusive teaching of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students in mainstream classrooms are <i>not</i> delivered in a top-down manner by instructors in one-size-fits-all presentations, and teachers are <i>not</i> expected to uncritically implement those strategies and approaches in their classes. Instead, it involves collaboration and a gradual release of responsibility over time from a PD provider to teachers in three distinct yet overlapping stages. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
  
 
==preview-view-review strategy==
 
==preview-view-review strategy==
 
* [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] teaching strategy that uses the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] for preview and review, and the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] for concept reinforcement and language development (view). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] teaching strategy that uses the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] for preview and review, and the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] for concept reinforcement and language development (view). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* A form of [[#primary language support (PLS)|primary language support]] in which a lesson or read-aloud to be conducted in English is previewed, and then reviewed, in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A form of [[#primary language support (PLS)|primary language support]] in which a lesson or read-aloud to be conducted in English is previewed, and then reviewed, in the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==primary language==
 
==primary language==
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* Describes the use of the [[#primary language|primary language]] (by [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] teachers, aides, or tutors) to support the concepts and instruction that the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught in English in general education (elementary) and content (secondary) classrooms. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
 
* Describes the use of the [[#primary language|primary language]] (by [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] teachers, aides, or tutors) to support the concepts and instruction that the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught in English in general education (elementary) and content (secondary) classrooms. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
  
* Using a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] during [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] or [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered-English content-area instruction]] to make the English instruction more comprehensible.[http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Using a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] during [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] or [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered-English content-area instruction]] to make the English instruction more comprehensible.[https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==primary trait scoring==
 
==primary trait scoring==
* Refers to scoring a piece of student writing by focusing on a specific trait, for example, the ability to craft a thesis statement in a persuasive essay. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* Refers to scoring a piece of student writing by focusing on a specific trait, for example, the ability to craft a thesis statement in a persuasive essay. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==principle of affirming identities==
 
==principle of affirming identities==
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==process writing==
 
==process writing==
* A form of writing instruction in which students are guided through five stages: prewriting, drafting, revising, editing, and publishing. Often taught through a collaborative approach called [[Caslon_Language_Education_Wikimedia_(W)#Writer’s Workshop|Writer’s Workshop]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A form of writing instruction in which students are guided through five stages: prewriting, drafting, revising, editing, and publishing. Often taught through a collaborative approach called [[Caslon_Language_Education_Wikimedia_(W)#Writer’s Workshop|Writer’s Workshop]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 +
 
 +
==productive talk moves==
 +
* A range of strategies that teachers use to [[Caslon_Language_Education_Wikimedia_(S)#scaffolds/scaffolding|scaffold]] effective classroom discussions. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==professional learning communities (PLCs)==
 
==professional learning communities (PLCs)==
Line 143: Line 155:
 
==proficient English learners==
 
==proficient English learners==
 
* Former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] who have transitioned from language support services. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 
* Former [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] who have transitioned from language support services. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and Diep Nguyen]
 +
 +
==prompts==
 +
* Refers to a variety of ways a speaker can directly or indirectly provide feedback in a manner that prompts his or her conversation partner to correct an error. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 +
 +
==Proposition 58 (“English proficiency. Multilingual Education”)==
 +
* A California voter initiative passed in 2016 that essentially reversed [[Caslon_Language_Education_Wikimedia_(P)#Proposition 227|Proposition 227’s]] restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. It declares that schools must ensure that students become proficient in English, authorizes [[Caslon_Language_Education_Wikimedia_(D)#dual language|dual-language]] [[Caslon_Language_Education_Wikimedia_(I)#immersion program|immersion programs]], calls for parental and community input on language acquisition programs, and recognizes the rights of parents to select available programs that best meet their children’s needs. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==Proposition 203==
 
==Proposition 203==
 
* 2000 English-only ballot initiative in Arizona, similar to [[#Proposition 227|Proposition 227]] and [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* 2000 English-only ballot initiative in Arizona, similar to [[#Proposition 227|Proposition 227]] and [[Caslon_Language_Education_Wikimedia_(Q)#Question 2|Question 2]]. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* An English for the Children voter initiative passed in Arizona in 2000, placing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* An English for the Children voter initiative passed in Arizona in 2000, placing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==Proposition 227==
 
==Proposition 227==
 
* State legislation making English-only placement the default placement for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in California (1998). [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] option can be pursued only through a separate waiver process. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 
* State legislation making English-only placement the default placement for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in California (1998). [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] option can be pursued only through a separate waiver process. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
  
* An English for the Children voter initiative passed in California in 1998, placing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* An English for the Children voter initiative passed in California in 1998, placing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==pull factors==
 
==pull factors==
Line 158: Line 176:
  
 
==pull-in ESL==
 
==pull-in ESL==
* An [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] program model in which the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher goes into the regular classroom to work with the classroom teacher and her [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* An [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] program model in which the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] teacher goes into the regular classroom to work with the classroom teacher and her [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==pull-out ESL==
 
==pull-out ESL==
Line 173: Line 191:
 
* A format for [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services in which the teacher pulls the child out of the classroom and works with one or more [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]]. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
 
* A format for [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] or [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services in which the teacher pulls the child out of the classroom and works with one or more [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]]. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in which students are placed in mainstream or sheltered English immersion classrooms but are regularly pulled out of class for [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] lessons taught by an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+
* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in which students are placed in mainstream or sheltered English immersion classrooms but are regularly pulled out of class for [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]] lessons taught by an [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] teacher. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==push factors==
 
==push factors==

Latest revision as of 16:48, 17 July 2019

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

paired literacy instruction

parental engagement

partner reading

Partnership for Assessment of Readiness for College and Career (PARCC)

  • Most states voluntarily adopted new, more rigorous academic standards and teachers have been using them in their daily instruction. As a result, states needed high-quality assessments aligned to those standards that would test students of all achievement levels on what they are learning. www.parcconline.org

peer assessment

percentile

performance assessment

performance-based assessment(s)

performance indicator

  • A written statement that describes what students must be able to do to indicate their learning of content according to their level of proficiency. In WIDA Consortium states, a performance indicator consists of a description of the linguistic complexity (amount and quality of speech or writing) for a given situation, the level of vocabulary (specificity of words or phrases for a given context), and the language control a student must exhibit (the comprehensibility of the communication based on the number and type of errors).Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

performance model(s)

personal word book

  • A book provided for each student that contains a list of high-frequency words and other words students commonly ask for when they write, with space under each letter section for students to record their own words as they progress through the school year. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

phonics

phonological awareness

  • Understanding of how words sound, apart from what words mean. For example, understanding that the word “kitchen” has two spoken parts (syllables), that the word “bed” rhymes with “bread,” and that the words “cat” and “king” begin with the same sound (Burns, Griffin, & Snow, 1999). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

phonology

picture walk

pivotal portfolio

pluralist discourses

portfolio assessment

pragmatics

praxis

praxis-based professional development (PD)

preview-view-review strategy

primary language

  • The language that is determined to be stronger or used more frequently by the student; also called the “dominant language.” In certain federal and state government documents, the term primary home language other than English (PHLOTE) is used. In some contexts, however, this term is used simply to indicate the language the child started to learn first. It is important to be clear about the meaning of this term when using it in documents or conversations. See also Dominant language. Young Dual Language Learners by Karen N. Nemeth

primary language instruction

primary language support (PLS)

primary trait scoring

principle of affirming identities

principle of educational equity

principle of promoting additive bi/multilingualism

principle of structuring for integration

process writing

productive talk moves

professional learning communities (PLCs)

proficiency (level/stage of)

proficient English learners

prompts

Proposition 58 (“English proficiency. Multilingual Education”)

Proposition 203

Proposition 227

pull factors

pull-in ESL

pull-out ESL

  • A format for ESL or ELD services in which the teacher pulls the child out of the classroom and works with one or more DLLs. In some cases, this support is conducted by providing activities that are unrelated to what is happening in the child’s main classroom and cannot be observed or repeated by the general education teacher. Pull-out strategies are more effective when there is ample time and support for collaboration between the ESL and classroom teacher so they can plan activities that will be relevant to the child for that class and will feed effectively into what the child would have learned by remaining in class. Compare to Consultation method and Push-in supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth

push factors

push-in ESL

  • A format for ESL or ELD services in which the ESL teacher goes into the DLL child’s regular classroom to provide services, ideally blending with and capitalizing on the curricular activities in the classroom. In this model, the child does not lose learning time leaving the classroom and returning, and the teacher can observe the types of supports provided by the ESL teacher so they can be repeated at other times. Although there are advantages to this model, it necessitates that language support services are provided in the midst of a busy classroom where the ESL and classroom teachers must find ways to collaborate. Push-in is a form of co-teaching, with widely varying levels of actual teacher-to-teacher planning and collaboration. Compare to Consultation method and Pull-out supports/instructions/methods. Young Dual Language Learners by Karen N. Nemeth



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