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

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[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Y)|Y]],
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
 
[[Caslon_Language_Education_Wikimedia_(Z)|Z]]
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==targeted support and improvement (TSI)==
 +
* An intervention plan that school districts must implement in cases where one or more subgroups of students are consistently underperforming on state tests and other achievement measures, as required under the [[Caslon_Language_Education_Wikimedia_(E)#Every Student Succeeds Act (ESSA) of 2015|Every Student Succeeds Act]]. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==teacher-led small groups==
 
==teacher-led small groups==
* 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]
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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 [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
 
==Teacher Assistance Team==
 
==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 [[Caslon_Language_Education_Wikimedia_(S)#special education|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]
+
* 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 [[Caslon_Language_Education_Wikimedia_(S)#special education|special education]] alternatives. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==teaching for transfer==
 
==teaching for transfer==
* Teaching that recognizes and values the vast store of knowledge students have in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and that enables students to effectively draw on this knowledge when learning or learning through their new language. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* Teaching that recognizes and values the vast store of knowledge students have in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and that enables students to effectively draw on this knowledge when learning or learning through their new language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==teaching to the potential==
 
==teaching to the potential==
* Understanding what [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] students are capable of doing in both languages in order to inform [[Caslon_Language_Education_Wikimedia_(P)#paired literacy instruction|paired literacy instruction]]. Students are held accountable for using and accessing all of their knowledge, regardless of the language of the environment. Teachers use their knowledge of a student’s entire linguistic repertoire to plan explicit instruction and make [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-language connections]] to accelerate [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliterate]] development. [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]
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* Understanding what [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] students are capable of doing in both languages in order to inform [[Caslon_Language_Education_Wikimedia_(P)#paired literacy instruction|paired literacy instruction]]. Students are held accountable for using and accessing all of their knowledge, regardless of the language of the environment. Teachers use their knowledge of a student’s entire linguistic repertoire to plan explicit instruction and make [[Caslon_Language_Education_Wikimedia_(C)#cross-language connections|cross-language connections]] to accelerate [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliterate]] development. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
 
==Teachers of English to Speakers of Other Languages (TESOL)==
 
==Teachers of English to Speakers of Other Languages (TESOL)==
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==test bias==
 
==test bias==
* Occurs as a result lack of familiarity with ([[Caslon_Language_Education_Wikimedia_(S)#standardized measures|standardized]]) tests and to fill them out. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* Occurs as a result lack of familiarity with ([[Caslon_Language_Education_Wikimedia_(S)#standardized measures|standardized]]) tests and to fill them out. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
 
==testing==
 
==testing==
* The administration of tests, singular instruments designed to systematically measure a sample of a student’s ability at one particular time. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* The administration of tests, singular instruments designed to systematically measure a sample of a student’s ability at one particular time. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==text complexity==
 
==text complexity==
*A combination of [[Caslon_Language_Education_Wikimedia_(Q)#Qualitative data|qualitative]] and [[Caslon_Language_Education_Wikimedia_(Q)#Quantitative data|quantitative]] measures to determine the level of reading difficulty of a book or other text. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
*A combination of [[Caslon_Language_Education_Wikimedia_(Q)#Qualitative data|qualitative]] and [[Caslon_Language_Education_Wikimedia_(Q)#Quantitative data|quantitative]] measures to determine the level of reading difficulty of a book or other text. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==TheDictado==
 
==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. [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]
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* 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. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
 
==thematic teaching==
 
==thematic teaching==
* Teaching a series of content-area lessons across different content areas, focusing on a unifying topic or theme. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* Teaching a series of content-area lessons across different content areas, focusing on a unifying topic or theme. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==thematic word chart==
 
==thematic word chart==
* A list of key vocabulary related to a theme currently under study. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* A list of key vocabulary related to a theme currently under study. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==think-tank model==
 
==think-tank model==
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==threatened languages==
 
==threatened languages==
* Languages that a decreasing number of children are learning. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* Languages that a decreasing number of children are learning. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
 
==threshold hypothesis==
 
==threshold hypothesis==
* Theoretical hypothesis put forth by [http://www.oise.utoronto.ca/cerll/FACULTY/CERLL_Faculty/Jim_Cummins/index.html Cummins] claiming that there may be a minimum level of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] necessary in order to observe positive cognitive effects and avoid negative effects. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* Theoretical hypothesis put forth by [https://www.casloncommunity.com/resources/187/ Cummins] claiming that there may be a minimum level of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] necessary in order to observe positive cognitive effects and avoid negative effects. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
 
==time-on-task argument==
 
==time-on-task argument==
* The more time spend in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]], the better the language will be learned, with the implication that time spend in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] detracts from [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* The more time spend in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]], the better the language will be learned, with the implication that time spend in the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] detracts from [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]] acquisition. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
 
==Title I of the Elementary and Secondary Education Act==
 
==Title I of the Elementary and Secondary Education Act==
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==Title VII of the Elementary and Secondary Education Act==
 
==Title VII of the Elementary and Secondary Education Act==
* [[Caslon_Language_Education_Wikimedia_(B)#Bilingual Education Act|Bilingual Education Act]] funding [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] at the federal level between 1968 and 2000. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
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* [[Caslon_Language_Education_Wikimedia_(B)#Bilingual Education Act|Bilingual Education Act]] funding [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] at the federal level between 1968 and 2000. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
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==top-down perspective==
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* When decisions are made at a high (e.g., state) level with no connection to educators, students, or parents. From 4.1 (Lawrence and Darnall) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
== total physical response (TPR)==
 
== 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. [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]
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* 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. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
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* A language teaching method developed by [https://en.wikipedia.org/wiki/Total_physical_response Asher (1969)] that links language and conceptual development with physical movement to support learning. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
* A language teaching approach in which students physically respond to language input (e.g., commands) to internalize the meaning and to demonstrate their comprehension of the language. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
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* A language teaching approach in which students physically respond to language input (e.g., commands) to internalize the meaning and to demonstrate their comprehension of the language. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==trajectory toward biliteracy==
 
==trajectory toward biliteracy==
* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for documenting patterns of development and growth in Spanish and English for [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] children who are receiving [[Caslon_Language_Education_Wikimedia_(P)#paired literacy instruction|paired literacy instruction]]. Children’s achievement is expressed in terms of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] development rather than by grade levels or other [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] norms that separate the two languages. Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] outcomes may be slightly ahead of the English [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] outcomes in this trajectory. [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]
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* A [[Caslon_Language_Education_Wikimedia_(F)#framework|framework]] for documenting patterns of development and growth in Spanish and English for [[Caslon_Language_Education_Wikimedia_(E)#emerging bilingual|emerging bilingual]] children who are receiving [[Caslon_Language_Education_Wikimedia_(P)#paired literacy instruction|paired literacy instruction]]. Children’s achievement is expressed in terms of [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] development rather than by grade levels or other [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] norms that separate the two languages. Spanish [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] outcomes may be slightly ahead of the English [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] outcomes in this trajectory. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla]
  
 
==transfer==
 
==transfer==
* Process wherein the knowledge or skills learned in one language is applied in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Transfer can be general such as reading comprehension and strategy use, or specific such as word recognition, vocabulary, and spelling. Transfer can be positive and help the learner (as in the area of [[Caslon_Language_Education_Wikimedia_(C)#cognate(s)|cognates]]), or transfer can be negative and result in errors or interference, as in incorrect word order or false [[Caslon_Language_Education_Wikimedia_(C)#cognate(s)|cognates]]. [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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* Process wherein the knowledge or skills learned in one language is applied in the [[Caslon_Language_Education_Wikimedia_(S)#second language|second language]]. Transfer can be general such as reading comprehension and strategy use, or specific such as word recognition, vocabulary, and spelling. Transfer can be positive and help the learner (as in the area of [[Caslon_Language_Education_Wikimedia_(C)#cognate(s)|cognates]]), or transfer can be negative and result in errors or interference, as in incorrect word order or false [[Caslon_Language_Education_Wikimedia_(C)#cognate(s)|cognates]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
 
==transitional bilingual education (TBE)==
 
==transitional bilingual education (TBE)==
* [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|Subtractive bilingual]] education model for [[Caslon_Language_Education_Wikimedia_(L)#language minority|minority language]] speakers in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] is used only temporarily as a bridge to learning the societal language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
+
* [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|Subtractive bilingual]] education model for [[Caslon_Language_Education_Wikimedia_(L)#language minority|minority language]] speakers in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] is used only temporarily as a bridge to learning the societal language. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
* 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)#emerging bilingual(s)|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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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]
+
* 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>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and 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>], second edition by [https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico]
  
* An education program provided mostly in the student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] for the purpose of preparing him or her for exit to general education in English as soon as possible. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/about/ Karen N. Nemeth]
+
* An education program provided mostly in the student’s [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] for the purpose of preparing him or her for exit to general education in English as soon as possible. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
  
* A program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in which [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] content-area instruction is provided for the first few years of the program, in addition to [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered-English content-area instruction]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]]. The amount of [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction decreases as [[Caslon_Language_Education_Wikimedia_(S)#sheltered English immersion (SEI)|sheltered English immersion]] increases. Students are transitioned to mainstream classrooms after just a few years in the program. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* 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)#emerging bilingual(s)|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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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 program model for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] in which [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] content-area instruction is provided for the first few years of the program, in addition to [[Caslon_Language_Education_Wikimedia_(S)#sheltered English instruction|sheltered-English content-area instruction]] and [[Caslon_Language_Education_Wikimedia_(E)#English as a second language (ESL)|English as a second language (ESL)]]. The amount of [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] instruction decreases as [[Caslon_Language_Education_Wikimedia_(S)#sheltered English immersion (SEI)|sheltered English immersion]] increases. Students are transitioned to mainstream classrooms after just a few years in the program. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==transitional bilingual program==
 
==transitional bilingual program==
* Program that uses Spanish for a limited number of years while students learn English. Once students are considered to be English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]], they are educated as [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English speakers and are assumed to have no further need of Spanish. This is a [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive]] program that aims for English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. It is often [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit]], lasting for 3 years or less. [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]
+
* Program that uses Spanish for a limited number of years while students learn English. Once students are considered to be English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]], they are educated as [[Caslon_Language_Education_Wikimedia_(M)#monolingual|monolingual]] English speakers and are assumed to have no further need of Spanish. This is a [[Caslon_Language_Education_Wikimedia_(S)#subtractive bilingualism|subtractive]] program that aims for English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]]. It is often [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit]], lasting for 3 years or less. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
 +
 
 +
* Students receive instruction in their non-English language while they are learning English. English eventually replaces the students’ [[Caslon_Language_Education_Wikimedia_(F)#first language|first language]]. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
==translanguaging==
 
==translanguaging==
* Dynamic view of [[Caslon_Language_Education_Wikimedia_(C)#code-switching|code-switching]] that focuses on how [[Caslon_Language_Education_Wikimedia_(C)#code-switching|code-switching]] is used for different communicative purposes and meaning making. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
+
* Dynamic view of [[Caslon_Language_Education_Wikimedia_(C)#code-switching|code-switching]] that focuses on how [[Caslon_Language_Education_Wikimedia_(C)#code-switching|code-switching]] is used for different communicative purposes and meaning making. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/ Ester de Jong]
  
* The theory that posits that [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]]  have one unitary language system that enables them to use all the language features fluidly. It also refers to the pedagogy that leverages that fluid language use. [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]
+
* The theory that posits that [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]]  have one unitary language system that enables them to use all the language features fluidly. It also refers to the pedagogy that leverages that fluid language use. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
* In its original conceptualization, refers to the practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|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 [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] use their languages in their everyday lives to make sense of their [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] worlds. In teaching, refers to pedagogical practices that use [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as a resource rather than ignore it or perceive it as a problem. [http://caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/ <i>Foundations for Teaching English Language Learners</i>], second edition by [http://www.edci.purdue.edu/faculty_profiles/wright/index.html Wayne E. Wright]
+
* The rule-governed integration of two languages to communicate thoughts, feelings, and ideas. Translanguaging also refers to the study of the similarities and differences between two languages through comparison and translation activities. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
 +
 
 +
* The use of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] to create and make sense of bilingual worlds. [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/ <i>Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators</i>] by [https://www.caslonpublishing.com/titles/18/enriching-practice-linguistically-and-culturally-d/authors/ Eva Ponte, Christina Higgins]
 +
 
 +
* A commonly used pedagogical approach in bilingual classrooms, where students are presented with opportunities to actively learn and strategically participate using all their languages as resources, depending on their communicative needs (Baker, 2001; García, 2009b; García, Flores, & Woodley, 2012). From 7.11 (Lopez, Guzman-Orth, and Turkan) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
 +
 
 +
* In its original conceptualization, refers to the practice in which [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|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 [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] use their languages in their everyday lives to make sense of their [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] worlds. In teaching, refers to pedagogical practices that use [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] as a resource rather than ignore it or perceive it as a problem. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
  
 
==translanguaging classroom==
 
==translanguaging classroom==
* Refers to the space built collaboratively by the teacher and [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students as they leverage their different language practices to teach and learn in deeply creative and critical ways. [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]
+
* Refers to the space built collaboratively by the teacher and [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students as they leverage their different language practices to teach and learn in deeply creative and critical ways. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
==translanguaging corriente==
 
==translanguaging corriente==
* The flow of students’ [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] language practices, which is always present wherever we find [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students, even in so-called English-only classrooms. [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]
+
* The flow of students’ [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] language practices, which is always present wherever we find [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students, even in so-called English-only classrooms. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [[https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
==translanguaging design==
 
==translanguaging design==
* The planning of the classroom space, the elements of instruction and assessment, and the strategies to be used with [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students. [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]
+
* The planning of the classroom space, the elements of instruction and assessment, and the strategies to be used with [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] students. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
==translanguaging design cycle==
 
==translanguaging design cycle==
* Refers to the planning of the sequencing of instruction into five stages: ''explorar'', ''evaluar'', ''imaginar'', ''presentar'', and ''implementar''. [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]
+
* Refers to the planning of the sequencing of instruction into five stages: ''explorar'', ''evaluar'', ''imaginar'', ''presentar'', and ''implementar''. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
==translanguaging objectives==
 
==translanguaging objectives==
* Planned ways of leveraging [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] and ways of knowing so that students can better access both content and language practices valued in school. [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]
+
* Planned ways of leveraging [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] and ways of knowing so that students can better access both content and language practices valued in school. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 
 +
==translanguaging pedagogy==
 +
* Education that effectively leverages the [[Caslon_Language_Education_Wikimedia_(T)#translanguaging|translanguaging]] practices of [[Caslon_Language_Education_Wikimedia_(M)#multilingual learner|multilingual learners]] and teachers in bilingual and English-medium-classrooms. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
 +
 
 +
==translanguaging strategies==
 +
* Strategies that allow students to draw on the languages and dialects that make up their linguistic repertoire. Students and teachers can leverage these linguistic resources to support student comprehension of complex content and texts, and to engage in academic tasks. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==translanguaging shifts==
 
==translanguaging shifts==
* Refers to the many moment-by-moment decisions that teachers have to make all the time. [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]
+
* Refers to the many moment-by-moment decisions that teachers have to make all the time. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
  
 
==translanguaging stance==
 
==translanguaging stance==
* Refers to the belief that [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual students’]] different language practices need to be leveraged together and performed collaboratively with others. [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]
+
* Refers to the belief that [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual students’]] different language practices need to be leveraged together and performed collaboratively with others. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 
 +
==translingual practice==
 +
* A term used to highlight the ways bilingual students draw on all of their linguistic resources as they produce written texts in English or a mixture of two languages. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
==transnationalism==
 
==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)|two-way immersion (TWI)]]. Integrated model of [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingual]] education for native [[Caslon_Language_Education_Wikimedia_(L)#language majority|majority]] and native [[Caslon_Language_Education_Wikimedia_(L)#language minority|minority]] language speakers. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]
+
* The phenomenon of back and forth movement between the home country and other countries, supporting identification with multiple national identities [[#two-way immersion (TWI)|two-way immersion (TWI)]]. Integrated model of [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingual]] education for native [[Caslon_Language_Education_Wikimedia_(L)#language majority|majority]] and native [[Caslon_Language_Education_Wikimedia_(L)#language minority|minority]] language speakers. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  Ester de Jong]
 +
 
 +
==two-way bridge==
 +
* A model where knowledge and expertise flow equitably across systems, and where an “up-down” educational approach (rather than the current “push down” approach) to child development and learning is valued and implemented. From 3.5 (Reinl) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
  
 
==two-way dual-language bilingual education (DLBE)==
 
==two-way dual-language bilingual education (DLBE)==
* These DLBE programs, by definition, include equal numbers of students who are learning English and students learning the language other than English. [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]
+
* These DLBE programs, by definition, include equal numbers of students who are learning English and students learning the language other than English. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer]
 +
 
 +
* There is a mix of students who speak two languages. Students receive instruction in both languages. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
  
 
==two-language learner==
 
==two-language learner==
* Student whose knowledge is shared across two languages. In this book, used synonymously with [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]]. [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]
+
* Student whose knowledge is shared across two languages. In this book, used synonymously with [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilingual learner]]. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow]
  
 
==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]
+
* 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/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and 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 [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, 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]
+
* 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/titles/9/assessment-and-accountability-language-education-p/authors/ Margo Gottlieb and 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 [http://ladder.wceruw.org/aboutus/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd 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>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
  
* 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]
+
*A [[Caslon_Language_Education_Wikimedia_(D)#dual-language bilingual education (DLBE)|dual language bilingual education]] program that serves both English speakers and [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] from the same language background. Variations emphasize the amount of time devoted to each language. In a 50/50 model, half of the instruction is in English and half is in the other target language across several grade levels. In a 90/10 model, instruction begins in kindergarten and 1st grade with 90% of instruction in the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]], and 10% in English. As students move up in grade level, the amount of [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] instruction decreases, and the amount of English instruction increases until both make up 50% of instruction time. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/authors/ Wayne E. Wright]
  
 
  [[#Caslon Language Education Index|Top]]
 
  [[#Caslon Language Education Index|Top]]

Latest revision as of 18:36, 19 July 2019

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

targeted support and improvement (TSI)

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

top-down perspective

total physical response (TPR)

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, third edition by Wayne E. Wright

translanguaging classroom

translanguaging corriente

translanguaging design

translanguaging design cycle

translanguaging objectives

translanguaging pedagogy

translanguaging strategies

  • Strategies that allow students to draw on the languages and dialects that make up their linguistic repertoire. Students and teachers can leverage these linguistic resources to support student comprehension of complex content and texts, and to engage in academic tasks. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

translanguaging shifts

translanguaging stance

translingual practice

transnationalism

two-way bridge

two-way dual-language bilingual education (DLBE)

two-language learner

two-way immersion (TWI)

  • A dual language bilingual education program that serves both English speakers and ELLs from the same language background. Variations emphasize the amount of time devoted to each language. In a 50/50 model, half of the instruction is in English and half is in the other target language across several grade levels. In a 90/10 model, instruction begins in kindergarten and 1st grade with 90% of instruction in the home language, and 10% in English. As students move up in grade level, the amount of home language instruction decreases, and the amount of English instruction increases until both make up 50% of instruction time. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
Top