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

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 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

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

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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