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

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==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 [https://www.caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/authors/  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==
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* 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]
 
* 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. [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]
 
  
 
* 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)#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 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==
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* 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]
 
* 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]
 
* 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]
 
  
 
* 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]
 
* 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==
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==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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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]
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==translanguaging pedagogy==
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* 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]
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==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==
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==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://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and 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]
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==translingual practice==
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* 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==
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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>], 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>], second edition by [https://www.caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/authors/ Else Hamayan and Rebecca Field]
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*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