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

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(social language proficiency)
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==social language proficiency==
 
==social language proficiency==
 
* Language features and functions associated with interpersonal communication. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 
* Language features and functions associated with interpersonal communication. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
 +
* The language required in understanding, processing, and communicating thoughts and ideas in daily interaction and situations. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]
  
 
==social networks==
 
==social networks==

Revision as of 21:57, 11 November 2015

Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

say something; say something/write something

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

sentence prompt (frase clave)

separate underlying proficiency (SUP)

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

shared reading

shared writing

sheltered (content) instruction

  • Sheltered instruction is an approach in which students develop knowledge in specific subject areas through the medium of their second language. Teachers modify their use of English to teach core subjects (e.g., math, science) in order to ensure that the material is comprehensible to learners and that it promotes their second-language development. They also adjust the language demands of the lesson in many ways, such as by modifying speech rate and tone, simplifying vocabulary and grammar, repeating key words, phrases, or concepts, using context clues and models extensively, relating instruction to students’ background knowledge and experience, and using other learning supports (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction understandable to students of different second-language proficiency levels [also referred to as sheltered English instruction (SEI); specially designed academic instruction in English (SDAIE)]. Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
  • An approach within language education programs that serves English language learners from multiple language backgrounds with the goal of development of academic language in L2 (English) through content and applies to SSL in Spanish to English speakers. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

sheltered English instruction

simultaneous bilingualism

simultaneous bilingual learner

simultaneous bilinguals

simultaneous biliteracy development

simultaneous language acquisition

single-dominance perspective

singlets

social language

  • The relatively informal conversational language anchored in context, usually reflective of the language used in students’ homes and communities; also referred to as “informal language,” “home language,” or “community Spanish.” Teaching for Biliteracy by Karen Beeman and Cheryl Urow

social language proficiency

social networks

societal or dominant language

SOCRATES

Spanish for native speakers

Spanglish

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

specially designed academic instruction in English (SDAIE)

standard language ideology

status planning

steamer classes

strategic use of language

structured English immersion

  • Mandated English-only option under Proposition 227, Proposition 203, and Question 2, defined primarily as an English language development program, though some states have interpreted it to include content instruction as well. Foundations for Multilingualism in Education by Ester de Jong

subtractive bilingualism

successive language acquisition

summative assessment

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

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