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

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* A social, interactive tool through which teachers and students can work together to create a wider range of opportunities for content learning and language development through different types of structured participation. [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]
 
* A social, interactive tool through which teachers and students can work together to create a wider range of opportunities for content learning and language development through different types of structured participation. [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]
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* Providing learners with temporary support that allows them to complete a task that they could not complete independently. From 5.8 (Graves) 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]
  
 
* A term used to describe the visual, graphic, and temporary supports that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] comprehend new information as they develop English language proficiency ([https://education.arts.unsw.edu.au/about-us/people/pauline-gibbons/ Gibbons, 2002]). These supports include modeling, questioning, feedback, student interaction, graphic organizers, and other supports ([http://web.csulb.edu/~jechev/ Echevarria] et al., 2004). [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]
 
* A term used to describe the visual, graphic, and temporary supports that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] comprehend new information as they develop English language proficiency ([https://education.arts.unsw.edu.au/about-us/people/pauline-gibbons/ Gibbons, 2002]). These supports include modeling, questioning, feedback, student interaction, graphic organizers, and other supports ([http://web.csulb.edu/~jechev/ Echevarria] et al., 2004). [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]
  
* Support or assistance provided to a student within his or her zone of proximal development by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. [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]
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* Support or assistance provided to a student within his or her [[Caslon_Language_Education_Wikimedia_(Z)#zone of proximal development (ZPD)|zone of proximal development (ZPD)]] by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. [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]
 
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* Providing learners with temporary support that allows them to complete a task that they could not complete independently. From 5.8 (Graves) 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]
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==second dialect speakers==
 
==second dialect speakers==
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==separate underlying proficiency (SUP)==
 
==separate underlying proficiency (SUP)==
* Developed by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins]; refers to the separateness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]], best represented by a container view of two separate systems competing for cognitive space. [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]
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* Developed by [https://www.casloncommunity.com/resources/187/ Cummins]; refers to the separateness of the two language systems of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]], best represented by a container view of two separate systems competing for cognitive space. [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]
  
 
==separation biliterate model of language and literacy==
 
==separation biliterate model of language and literacy==
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* A program model for [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction, [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. It may also be called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [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_(D)#dual language learner (DLL)|DLLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instruction, [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. It may also be called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [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]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]. [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]
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* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] that combines [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered content-area instruction]], and [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Sometimes called <i>structured English [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]]</i>. [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]
  
 
==sheltered English instruction==
 
==sheltered English instruction==
 
* See specially designed academic instruction in English ([[#specially designed academic instruction in English (SDAIE)|SDAIE]]). [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]
 
* See specially designed academic instruction in English ([[#specially designed academic instruction in English (SDAIE)|SDAIE]]). [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]
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==sheltered instruction==
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* Grade-level content-area instruction provided in English in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] while supporting their  [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
  
 
==Sheltered Instruction Observation Protocol (SIOP)==
 
==Sheltered Instruction Observation Protocol (SIOP)==
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* This term describes a “sink-or swim” environment in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are placed in general education classrooms with English-speaking students and a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “[[Caslon_Language_Education_Wikimedia_(I)#immersion|immersed]]” in the language. The [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is seldom used in the classroom or used sporadically for translation purposes. [[Caslon_Language_Education_Wikimedia_(L)#|Literacy]] and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students. In the submersion classroom, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught as if they do not have diverse academic and linguistic needs. As a result, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]].) [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]
 
* This term describes a “sink-or swim” environment in which [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are placed in general education classrooms with English-speaking students and a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “[[Caslon_Language_Education_Wikimedia_(I)#immersion|immersed]]” in the language. The [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is seldom used in the classroom or used sporadically for translation purposes. [[Caslon_Language_Education_Wikimedia_(L)#|Literacy]] and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students. In the submersion classroom, [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are taught as if they do not have diverse academic and linguistic needs. As a result, the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]].) [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]
  
* The process of placing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in a mainstream classroom where they do not receive any [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered-content instruction]], or [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Also called “sink-or-swim.” [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]
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* The process of placing [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in a mainstream classroom where they do not receive any [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]], [[#sheltered (content) instruction|sheltered-content instruction]], or [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]]. Also called “<i>sink-or-swim</i>.” [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]
  
 
==substantial sheltered instruction methodology training==
 
==substantial sheltered instruction methodology training==
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* A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) 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]
 
* A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) 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]
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* [[Caslon_Language_Education_Wikimedia_(A)#assessment|Assessments]] that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a 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/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
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==superdiversity==
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* A term used to describe diversity across and within immigrant and ethnic groups; includes a range of factors beyond language and ethnicity (e.g., race, education level, country of origin, migration history, socioeconomic status). [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/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==sustained silent reading (SSR)==
 
==sustained silent reading (SSR)==

Latest revision as of 18:33, 19 July 2019

Contents

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

say something; say something/write something

scaffolds/scaffolding

second dialect speakers

  • These speakers have five common characteristics: (1) They typically self-identify as native speakers of English, regardless of their actual proficiency in standardized forms of spoken or written English. (2) Many are struggling readers and writers of standard American English. (3) Those with low levels of literacy often face the same challenges in reading and writing as beginning level English as a second language students. (4) Their vernacular is stigmatized and discouraged both in school and in their own communities. (5) They often exhibit ambivalent attitudes toward their own vernacular—simultaneously celebrating and denigrating it, depending on the context. From 2.11 (Nero) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

second language

second language acquisition

self-assessment

self-contained second language programs

semantic extension

  • A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., “groserías”–groceries; “carpeta”–carpet). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

semantics

semilingualism

sensory, graphic, and interactive supports

sentence prompt (frase clave)

separate underlying proficiency (SUP)

separation biliterate model of language and literacy

sequential bilingual(s)

sequential bilingual learner(s)

sequential bilingualism

sequential language acquisition

sequential language learning

shared reading

shared writing

  • Writing instruction in which the teacher, in collaboration with the students, constructs an enlarged text (e.g., on chart paper). Students suggest sentences and revisions and the teacher models the use of a variety of writing strategies students are expected to use in their own writing. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sheltered (content) instruction

sheltered English immersion (SEI)

sheltered English instruction

sheltered instruction

Sheltered Instruction Observation Protocol (SIOP)

silent period

simultaneous bilingual(s)

simultaneous bilingual learner(s)

simultaneous bilingualism

simultaneous biliteracy development

simultaneous language acquisition

single-dominance perspective

singlets

Smarter Balanced Assessment Consortium

sociocultural model of learning

sociocultural orientation

sociocultural perspectives

social language

social language proficiency

social networks

societal or dominant language

SOCRATES

SOLOM-R (Student Oral Language Observation Matrix-Revised)

Spanglish

Spanish for native speakers (SNS)

Spanish literacy

speakers of nonstandard varieties of English

specials

special education

specially designed academic instruction in English (SDAIE)

specific interventions

stakeholders

staircase to complexity

standard error of measurement (SEM)

  • A statistical measure that indicates a range of trustworthiness of an individual student’s standardized test score. For example, the actual score of student who earned a score of 50 on a test with an SEM of 3 would be between 47 and 53 (e.g., 50 +/– 3). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

standard language ideology

standard measures

standardized measures

status planning

steamer classes

stigmatized languages

strategic use of language

strategy/strategy development

structured English immersion

student-led conferences

students with incomplete/interrupted formal education (SIFE)

submersion

  • This term describes a “sink-or swim” environment in which ELLs are placed in general education classrooms with English-speaking students and a monolingual English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “immersed” in the language. The ELLs’ primary language is seldom used in the classroom or used sporadically for translation purposes. Literacy and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the ELL students. In the submersion classroom, ELLs are taught as if they do not have diverse academic and linguistic needs. As a result, the ELLs, especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of immersion.) Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

substantial sheltered instruction methodology training

subtractive bilingualism

successive language acquisition

summative assessment(s)

superdiversity

sustained silent reading (SSR)

  • A time dedicated to individual student reading. During this time, students are free to choose anything they want to read, including magazines, newspapers, and books on any subject and in either Spanish or English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

symmetrical bilingual

  • A bilingual who has equal ability in both languages.

syntax

  • Refers to word order within phrases and sentences (how phrases and sentences are constructed), and the rules that govern word order. Often paired with “grammar” to encompass the whole system of rules that describe a language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

synthetic reading approaches

systemic interventions

Top