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

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* A reading approach where the teacher addresses specific students’ needs with regard to reading skills, comprehension strategies, and interests. Small reading groups are formed based on students’ areas of interest rather than reading levels. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
 
* A reading approach where the teacher addresses specific students’ needs with regard to reading skills, comprehension strategies, and interests. Small reading groups are formed based on students’ areas of interest rather than reading levels. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]
  
==teacher assistance team==
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==Teacher Assistance Team==
* School-based problem-solving team designed to combine the knowledge and expertise of the team members in a collaborative fashion to meet the needs of students in general education who are experiencing academic difficulties. Also known as Student Support Teams or Student Services Teams, they are intended to be a general education initiative for problem-solving prior to special education alternatives. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
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* School-based problem-solving team designed to combine the knowledge and expertise of the team members in a collaborative fashion to meet the needs of students in general education who are experiencing academic difficulties. Also known as Student Support Teams or Student Services Teams, they are intended to be a general education initiative for problem solving prior to special education alternatives. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
 
==teaching for transfer==
 
==teaching for transfer==

Revision as of 17:32, 1 February 2016

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

teacher-led small groups

Teacher Assistance Team

teaching for transfer

teaching to the potential

Teachers of English to Speakers of Other Languages (TESOL)

test bias

testing

text complexity

TheDictado

  • A method to teach content, conventions, grammar, and spelling in an integrated way. It involves having the teacher dictate a series of phrases or sentences to the students. The students and teacher then collaborate to create a corrected model of the focus text. Students amend their sentences using a two-color system to draw attention to errors. The same phrases or sentences are repeated throughout the week, giving students multiple opportunities to practice and learn the targeted content, conventions, grammar, and spelling. TheDictado is adapted from Latin American schools and provides multiple opportunities for within-language and cross-language metalinguistic development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

thematic teaching

thematic word chart

think-tank model

  • An organization that performs research and advocacy.

Tier 1 Intervention

  • Level of core instructional programming or universal intervention at which the instruction employed is

available to all students.

Tier 2 Intervention

  • Instructional safety net that works in concert with Tier 1 by adding both time and instructional intensity into the school day, those students provided with Tier 2 interventions are typically given more individualized intervention (Howard, 2009).

Tier 3 Intervention

  • Level of intensive intervention. This level of support may entail specialized individualized interventions for students with significant needs (Fletcher, Denton, Fuchs, & Vaughn, 2005; Fuchs, 2002; Howard, 2009).

transfer

threatened languages

threshold hypothesis

time-on-task argument

Title I of the Elementary and Secondary Education Act

  • Federal program that provides funding to local school districts to improve the academic achievement of disadvantaged students first passed in 1965. That Act is reauthorized by Congress from time to time, and often given a new name.

Title III of the Elementary and Secondary Education Act

Title VII of the Elementary and Secondary Education Act

total physical response (TPR)

trajectory toward biliteracy

transitional bilingual education (TBE)

  • A model of bilingual education that provides content-area instruction to English language learners (ELLs) in their native language while they learn English (to varying extents for varying lengths of time). As the ELLs acquire English, they move to all-English mainstream classes, typically after one to three years (also known as early-exit bilingual programs). English Language Learners at School by Else Hamayan and Rebecca Field
  • A model or type of bilingual education that targets English language learners. The student’s primary language is used for some content-area instruction for a limited number of years (generally one to three years in early exit programs and four to five years in late-exit programs). These programs aim to promote mastery of academic material while students are learning English. As ELLs become proficient in English, they transition from the bilingual program to the all-English academic mainstream. Bilingual profiency is not a goal of this model.Special Education Considerations for English Language Learners by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
  • An education program provided mostly in the student’s home language for the purpose of preparing him or her for exit to general education in English as soon as possible. Young Dual Language Learners by Karen N. Nemeth
  • A program model for ELLs in which home language content-area instruction is provided for the first few years of the program, in addition to sheltered-English content-area instruction and English as a second language (ESL). The amount of native-language instruction decreases as sheltered English immersion increases. Students are transitioned to mainstream classrooms after just a few years in the program. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transitional bilingual program

  • Program that uses Spanish for a limited number of years while students learn English. Once students are considered to be English proficient, they are educated as monolingual English speakers and are assumed to have no further need of Spanish. This is a subtractive program that aims for English proficiency. It is often early exit, lasting for 3 years or less. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

translanguaging

  • In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transnationalism

  • The phenomenon of back and forth movement between the home country and other countries, supporting identification with multiple national identities two-way immersion (TWI). Integrated model of additive bilingual education for native majority and native minority language speakers. Foundations for Multilingualism in Education by Ester de Jong

two-language learner

two-way immersion (TWI)

  • A type of dual language education that targets balanced numbers of English language learners and English speakers and aims for (1) bilingualism, (2) biliteracy, (3) academic achievement in two languages, and (4) positive cultural understanding and intercultural communication. TWI programs provide content-area instruction through two languages to students in integrated classes, and they typically last for five to seven years. There is considerable variation across TWI programs in terms of how they allocate languages for instructional purposes. NOTE: The term dual language is sometimes used as a synonym for two-way immersion programs. This guide takes a broad view of dual language education, by which we mean any bilingual program that promotes bilingualism and biliteracy (that is, additive bilingualism), academic achievement in two languages, and positive cross-cultural understanding for its target populations. Under this broad view, a two-way immersion program is one type of dual language program. English Language Learners at School by Else Hamayan and Rebecca Field
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