Caslon Language Education Wikimedia (S)

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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

sensory, graphic, and interactive supports

  • Instructional strategies that help ELLs develop 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, primary language support, internet websites, instructional software, etc. (Gottlieb et al., 2007). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

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

sequential language acquisition

sequential language learning

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
  • Offers English language learners grade-level core content courses taught in English using instructional strategies that make the content concepts accessible while students are acquiring English as a second language. These programs and courses are sometimes referred to as sheltered English immersion or specially designed academic instruction in English (SDAIE). The term sheltered instruction may also be used to describe pedagogy rather than a program design. Sheltered instruction practices and individual sheltered instruction courses can be and often are implemented in conjunction with other program alternatives. English Language Learners at School by Else Hamayan and Rebecca Field
  • Sheltered instruction Educational services that offer English language learners access to grade-level core content courses taught in English using instructional strategies designed to make the content concepts comprehensible while students are acquiring English. Such programs/classes are sometimes referred to as sheltered English immersion (SEI) or specially designed academic instruction in English (SDAIE). The term sheltered instruction may also be used to describe actual instructional strategies (such as those designed to make content comprehensible to ELLs in the academic mainstream) rather than to a program design.Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

sheltered English immersion (SEI)

  • A program model for DLLs that combines ESL instruction, sheltered content-area instruction, and primary language support. It may also be called structured English immersion. Young Dual Language Learners by Karen N. Nemeth

sheltered English instruction

Sheltered Instruction Observation Protocol (SIOP)

  • A research-based approach for sheltered content-area instruction that helps ELLs develop oral language proficiency while building academic English literacy skills and content-area knowledge. The SIOP Institute trademark and copyright are owned by LessonLab/Pearson Education. Young Dual Language Learners by Karen N. Nemeth

silent period

simultaneous bilingualism

simultaneous bilingual learner

simultaneous bilinguals

simultaneous biliteracy development

simultaneous language acquisition

  • The learning of two or more languages at the same time, for example, when a father and mother speak different languages to the child. The child is considered to be experiencing simultaneous language acquisition if one or more of the languages is introduced before he or she turns 3 years old, and sequential language acquisition if the second language is introduced after age 3. Young Dual Language Learners by Karen N. Nemeth

single-dominance perspective

singlets

Smarter Balanced Assessment Consortium

  • Smarter Balanced is a public agency supported by 15 states, one territory, and the Bureau of Indian Affairs. Through the work of thousands of educators, Smarter Balanced created an on-line assessment system aligned to the Common Core State Standards (CCSS), as well as tools for educators to improve teaching and learning. Smarter Balanced is housed at UCLA’s Graduate School of Education & Information Studies (GSE&IS). www.smarterbalanced.org

sociocultural perspectives

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

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

  • An assessment of students’ oral language proficiency using an analytic scoring rubric that focuses on the aspects of comprehension, fluency, vocabulary, pronunciation, and grammar. The original version, developed by bilingual teachers in Southern California in the 1980s, has been revised for this book by the author to reflect current understanding of oral language development and to focus on what ELL students can do at each level. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

Spanglish

Spanish for native speakers (SNS)

  • A heritage language program for students who speak Spanish as a home or heritage language. These programs aim to broaden the linguistic repertoire of Spanish speakers, and they often focus on ensuring that Spanish speakers learn to read and write in Spanish (while not stigmatizing the vernacular variety of Spanish that the students speaks at home and in the community). English Language Learners at School by Else Hamayan and Rebecca Field

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

  • 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

student-led conferences

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

  • Training in sheltered (or content-based) 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 literacy instruction; implement multiple vocabulary-building strategies; use graphic, sensory and interactive supports to make information comprehensible; utilize ELLs’ languages, cultures and experiences in classroom activities; and learn ways to differentiate classroom tasks and assessments according to the ELLs’ diverse needs and English proficiency levels. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

subtractive bilingualism

  • The process by which or context in which a second language is learned, but at the expense of the first one. As a person becomes more proficient in the new language, proficiency in the first language diminishes, or worse, the person loses that fi rst language altogether (contrast additive bilingualism). English Language Learners at School by Else Hamayan and Rebecca Field

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

  • Need Definition

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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