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

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(transitional bilingual education)
(transitional bilingual education)
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==transfer==
 
==transfer==
 
* Process wherein the knowledge or skills learned in one language is applied in the 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 cognates), or transfer can be negative and result in errors or interference, as in incorrect word order or false 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]
 
* Process wherein the knowledge or skills learned in one language is applied in the 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 cognates), or transfer can be negative and result in errors or interference, as in incorrect word order or false 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]
 
==transitional bilingual education==
 
* A model or type of bilingual education that targets English language learners. The student’s primary language is used for some content-area instruction for a limited number of years (generally one to three years in early exit programs and four to five years in late-exit programs). These programs aim to promote mastery of academic material while students are learning English. As ELLs become proficient in English, they transition from the bilingual program to the all-English academic mainstream. Bilingual profiency is not a goal of this model.[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]
 
  
 
==threatened languages==
 
==threatened languages==

Revision as of 16:47, 14 December 2015

Caslon Language Education Index

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z

teacher-led small groups

teacher assistance team

teaching for transfer

teaching to the potential

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

transfer

threatened languages

threshold hypothesis

time-on-task argument

total physical response (TPR)

trajectory toward biliteracy

transitional bilingual education (TBE)

  • Subtractive bilingual education model for minority language speakers in which the native language is used only temporarily as a bridge to learning the societal language. Foundations for Multilingualism in Education by Ester de Jong
  • (early exit) A form of transitional bilingual education that serves English language learners from a common language background with the goals of full development in L2 (English), at the sacrifice of their L1, with expectations for grade-level achievement and assimilation into L2. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
  • (late exit) A form of transitional bilingual education that serves ELLs and provides them with a gradual transition into the all English environment based on L2 proficiency and academic performance. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen
  • A model of bilingual education that provides content-area instruction to English language learners (ELLs) in their native language while they learn English (to varying extents for varying lengths of time). As the ELLs acquire English, they move to all-English mainstream classes, typically after one to three years (also known as early-exit bilingual programs). English Language Learners at School by Else Hamayan and Rebecca Field
  • A program model for ELLs in which home language content-area instruction is provided for the first few years of the program, in addition to sheltered-English content-area instruction and English as a second language (ESL). The amount of native-language instruction decreases as sheltered English immersion increases. Students are transitioned to mainstream classrooms after just a few years in the program. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transitional bilingual program

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

translanguaging

  • Dynamic view of code-switching that focuses on how codeswitching is used for different communicative purposes and meaning making. Foundations for Multilingualism in Education by Ester de Jong
  • In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

transnationalism

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

two-language learner

two-way-immersion (TWI)

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