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

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==two-way immersion (TWI)==
 
==two-way immersion (TWI)==
* A [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]] that supports [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]], in which [[Caslon_Language_Education_Wikimedia_(L)#language majority|language-majority students]] and [[Caslon_Language_Education_Wikimedia_(L)#language minority|language-minority students]] learn together to become bilingual, biliterate, and bicultural. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [http://www.teachingforbiliteracy.com/about/ Karen Beeman and Cheryl Urow]
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* A [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]] that supports [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]], in which [[Caslon_Language_Education_Wikimedia_(L)#language majority|language-majority students]] and [[Caslon_Language_Education_Wikimedia_(L)#language minority|language-minority students]] learn together to become bilingual, biliterate, and bicultural. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/landing//beeman.karen/ Karen Beeman] and [https://www.caslonpublishing.com/landing//urow.cheryl/ Cheryl Urow]
  
 
* A program that serves both [[Caslon_Language_Education_Wikimedia_(L)#language minority|language-minority]] and [[Caslon_Language_Education_Wikimedia_(L)#language majority|language-majority]] students in the same classrooms. These programs use each group of students’ [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] for academic instruction at certain points during the day or week. They aim for [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|biculturalism]] for both groups of students (see [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]
 
* A program that serves both [[Caslon_Language_Education_Wikimedia_(L)#language minority|language-minority]] and [[Caslon_Language_Education_Wikimedia_(L)#language majority|language-majority]] students in the same classrooms. These programs use each group of students’ [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]] for academic instruction at certain points during the day or week. They aim for [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|biculturalism]] for both groups of students (see [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual-language program]]). [http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [http://www.ric.edu/tesl/faculty.php Nancy Cloud], [https://www.linkedin.com/pub/judah-lakin/11/578/990 Judah Lakin], [https://www.linkedin.com/pub/erin-leininger/9/84b/358 Erin Leininger], [https://www.linkedin.com/pub/laura-maxwell/46/4a8/167 Laura Maxwell]

Revision as of 15:49, 3 November 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).

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)

  • Instructional strategy used to introduce academic concepts in a concrete and comprehensible manner. The teacher models academic oral language accompanied by pictures, realia, and movements. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

trajectory toward biliteracy

transfer

transitional bilingual education (TBE)

transitional bilingual program

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

translanguaging classroom

translanguaging corriente

translanguaging design

translanguaging design cycle

translanguaging objectives

translanguaging shifts

translanguaging stance

transnationalism

two-way dual-language bilingual education (DLBE)

two-language learner

two-way immersion (TWI)

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