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

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* A guided learning technique in which teachers modify the language demands placed on students to match the language level of students and add other supports to their verbal instruction ([[#scaffolding|scaffolds]]) that enhance communication, such as visuals, hands-on learning, and high levels of interaction to insure understanding (see [[#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
 
* A guided learning technique in which teachers modify the language demands placed on students to match the language level of students and add other supports to their verbal instruction ([[#scaffolding|scaffolds]]) that enhance communication, such as visuals, hands-on learning, and high levels of interaction to insure understanding (see [[#sheltered (content) instruction|sheltered instruction]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/landing//cloud.nancy/ Nancy Cloud], [https://www.caslonpublishing.com/landing//lakin.judah/ Judah Lakin], [https://www.caslonpublishing.com/landing//leininger.erin/ Erin Leininger], [https://www.caslonpublishing.com/landing//maxwell.laura/ Laura Maxwell]  
  
* 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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. [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]
 
* 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. [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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==sensory, graphic, and interactive supports==
 
==sensory, graphic, and interactive supports==
* Instructional strategies that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] develop [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] and understand classroom lessons. For example, sensory supports include visuals, real-life objects, songs, drawings, videos, etc. Graphic supports include multiple varieties of graphic organizers, charts, timelines, etc. Interactive supports include small group interaction, working with partners, [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]], internet websites, instructional software, etc. (Gottlieb et al., 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* Instructional strategies that help [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] develop [[Caslon_Language_Education_Wikimedia_(A)#academic language|academic language]] and understand classroom lessons. For example, sensory supports include visuals, real-life objects, songs, drawings, videos, etc. Graphic supports include multiple varieties of graphic organizers, charts, timelines, etc. Interactive supports include small group interaction, working with partners, [[Caslon_Language_Education_Wikimedia_(P)#primary language support (PLS)|primary language support]], internet websites, instructional software, etc. (Gottlieb et al., 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
==sentence prompt (<i>frase clave</i>)==
 
==sentence prompt (<i>frase clave</i>)==
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* A program model that offers grade-level content to [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] using specialized [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional strategies to support content learning and [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learning]] at the same time. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
 
* A program model that offers grade-level content to [[Caslon_Language_Education_Wikimedia_(D)#dual language learner (DLL)|DLLs]] using specialized [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] instructional strategies to support content learning and [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learning]] at the same time. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/landing//nemeth.karen/ Karen N. Nemeth]
  
* A term used to describe instruction in any subject that is provided in English but taught in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students while promoting their [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. Learning the academic content is the goal ([http://web.csulb.edu/~jechev/ Echevarria], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* A term used to describe instruction in any subject that is provided in English but taught in a manner that makes it comprehensible to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] students while promoting their [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]]. Learning the academic content is the goal ([http://web.csulb.edu/~jechev/ Echevarria], 2007). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
* 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]]. [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]
 
* 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]]. [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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==specials==
 
==specials==
* Instruction in specialized subjects such as art, music, physical education, computer technology taught by teachers certified in the specific area. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* Instruction in specialized subjects such as art, music, physical education, computer technology taught by teachers certified in the specific area. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
==special education==
 
==special education==
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==stakeholders==
 
==stakeholders==
* Administrators, teachers, parents, and other adults who have specific roles in the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] progress and, therefore, share the responsibilities for the students’ success. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* Administrators, teachers, parents, and other adults who have specific roles in the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] progress and, therefore, share the responsibilities for the students’ success. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
==standard error of measurement (SEM)==
 
==standard error of measurement (SEM)==
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==submersion==
 
==submersion==
* 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.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html 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/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ 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.” [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]
 
* 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.” [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]
  
 
==substantial sheltered instruction methodology training==
 
==substantial sheltered instruction methodology training==
* Training in [[#sheltered (content) instruction|sheltered (or content-based)]] [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] that is similar to a graduate course, consisting of more than five all-day sessions at least one week apart so that participants can practice and reflect about what they have learned and practiced. The training should include how to adapt [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction; implement multiple vocabulary-building strategies; use graphic, sensory and interactive supports to make information comprehensible; utilize [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] languages, cultures and experiences in classroom activities; and learn ways to differentiate classroom tasks and [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] diverse needs and English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] levels. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* Training in [[#sheltered (content) instruction|sheltered (or content-based)]] [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|ESL]] that is similar to a graduate course, consisting of more than five all-day sessions at least one week apart so that participants can practice and reflect about what they have learned and practiced. The training should include how to adapt [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] instruction; implement multiple vocabulary-building strategies; use graphic, sensory and interactive supports to make information comprehensible; utilize [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] languages, cultures and experiences in classroom activities; and learn ways to differentiate classroom tasks and [[Caslon_Language_Education_Wikimedia_(A)#assessment|assessments]] according to the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs’]] diverse needs and English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] levels. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by[https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
==subtractive bilingualism==
 
==subtractive bilingualism==
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* The process describing the acquisition of a [[#second language|second language]] by an individual or group accompanied by loss or displacement of the first language. It is to be contrasted with [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
 
* The process describing the acquisition of a [[#second language|second language]] by an individual or group accompanied by loss or displacement of the first language. It is to be contrasted with [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.sped/ Else Hamayan], [https://www.caslonpublishing.com/landing//marler.barbara/ Barbara Marler], [https://www.caslonpublishing.com/landing//sanchez-lopez.cristina/ Cristina Sánchez-López], and [https://www.caslonpublishing.com/landing//damico.jack/ Jack Damico]
  
* Describes the philosophy that [[#second language|second language]] learners need to exchange their [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] for their new language, English. Programs with this philosophy do not use the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] to support learning. In some cases, any use of the students’ language is discouraged. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.linkedin.com/pub/suzanne-wagner/74/150/a47 Suzanne Wagner] and [http://www.thecenterweb.org/irc/pages/f_staff2.html Tamara King]
+
* Describes the philosophy that [[#second language|second language]] learners need to exchange their [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] for their new language, English. Programs with this philosophy do not use the [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] to support learning. In some cases, any use of the students’ language is discouraged. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/landing//wagner.suzanne/ Suzanne Wagner] and [[https://www.caslonpublishing.com/landing//king.tamara/ Tamara King]
  
 
* A situation in which a [[#second language|second language]] eventually replaces a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. [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]
 
* A situation in which a [[#second language|second language]] eventually replaces a student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. [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 21:01, 7 November 2016

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

  • Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

scaffolding

second language

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 learner

  • Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

sequential bilingualism

sequential language acquisition

sequential language learning

shared reading

shared writing

sheltered (content) instruction

sheltered English immersion (SEI)

sheltered English instruction

Sheltered Instruction Observation Protocol (SIOP)

silent period

simultaneous bilingualism

simultaneous bilingual learner

simultaneous bilinguals

simultaneous biliteracy development

simultaneous language acquisition

single-dominance perspective

singlets

Smarter Balanced Assessment Consortium

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

  • The broad range of teaching and learning activities undertaken through the medium of the Spanish language, focusing on the integrated development of oracy, reading, and writing throughout the curriculum. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

specials

special education

specially designed academic instruction in English (SDAIE)

specific interventions

stakeholders

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, second edition by Wayne E. Wright

standard language ideology

standard measures

standardized measures

status planning

steamer classes

strategic use of language

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)

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

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