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


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-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



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


Smarter Balanced Assessment Consortium

sociocultural model of learning

sociocultural orientation

sociocultural perspectives

social language

social language proficiency

social networks

societal or dominant language


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


Spanish for native speakers (SNS)

Spanish literacy

speakers of nonstandard varieties of English


special education

specially designed academic instruction in English (SDAIE)

specific interventions


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)


  • 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.


  • 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