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

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* A type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] where the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] is used progressively less and less, until such time as a student is deemed fluent in English and can transfer to a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] classroom. The goal is for these [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] to achieve academically in English as they develop English for academic purposes. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
 
* A type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] where the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] is used progressively less and less, until such time as a student is deemed fluent in English and can transfer to a [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] classroom. The goal is for these [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent bilinguals]] to achieve academically in English as they develop English for academic purposes. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://ofeliagarcia.org/ Ofelia García],[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Susana Ibarra Johnson], and [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Kate Seltzer]
  
* A model of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that provides content-area instruction to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners (ELLs)]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] while they learn English (to varying extents for varying lengths of time). As the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] acquire English, they move to all-English mainstream classes, typically after one to three years (also known as [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early-exit bilingual programs]]).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* A model of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that provides content-area instruction to [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners (ELLs)]] in their [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] while they learn English (to varying extents for varying lengths of time). As the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] acquire English, they move to all-English mainstream classes, typically after one to three years (also known as [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early-exit bilingual programs]]).  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
  
 
* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]. The student’s [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is used for some content-area instruction for a limited number of years (generally one to three years in [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit programs]] and four to five years in [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit programs]]). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] become [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English, they transition from the [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program to the all-English academic mainstream. [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|profiency]] is not a goal of this model.[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]
 
* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]. The student’s [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is used for some content-area instruction for a limited number of years (generally one to three years in [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit programs]] and four to five years in [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit programs]]). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] become [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English, they transition from the [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program to the all-English academic mainstream. [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|profiency]] is not a goal of this model.[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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* See [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|Dual language education]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
 
* See [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|Dual language education]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.caslonpublishing.com/landing//gottlieb.margo/ Margo Gottlieb] and [https://www.caslonpublishing.com/landing//nguyen.diep/ Diep Nguyen]
  
* A type of [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language]] education that targets balanced numbers of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and English speakers and aims for (1) [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], (2) [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], (3) [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|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 [[Caslon_Language_Education_Wikimedia_(D)#dual language education|dual language education]], by which we mean any [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]] that promotes [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] (that is, [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]), [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]] in two languages, and positive [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural understanding]] for its target populations. Under this broad view, a two-way immersion program is one type of [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language program]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]
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* A type of [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language]] education that targets balanced numbers of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and English speakers and aims for (1) [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], (2) [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], (3) [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|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 [[Caslon_Language_Education_Wikimedia_(D)#dual language education|dual language education]], by which we mean any [[Caslon_Language_Education_Wikimedia_(B)#bilingual program|bilingual program]] that promotes [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] (that is, [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]]), [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]] in two languages, and positive [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural understanding]] for its target populations. Under this broad view, a two-way immersion program is one type of [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language program]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [https://www.caslonpublishing.com/landing//hamayan.else.ell/ Else Hamayan] and [https://www.caslonpublishing.com/landing//field.rebecca/ Rebecca Field]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Revision as of 19:53, 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)

Top