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

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(transitional bilingual education (TBE))
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* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]. The student’s [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is used for some content-area instruction for a limited number of years (generally one to three years in [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit programs]] and four to five years in [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit programs]]). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] become [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English, they transition from the [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program to the all-English academic mainstream. [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|profiency]] is not a goal of this model.[http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
 
* A model or type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]]. The student’s [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]] is used for some content-area instruction for a limited number of years (generally one to three years in [[Caslon_Language_Education_Wikimedia_(E)#early-exit transitional bilingual program|early exit programs]] and four to five years in [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit programs]]). These programs aim to promote mastery of academic material while students are learning English. As [[Caslon_Language_Education_Wikimedia_(E)#Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] become [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficient]] in English, they transition from the [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program to the all-English academic mainstream. [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilingual]] [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|profiency]] is not a goal of this model.[http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>] by [https://www.caslonpublishing.com/about/authors/?page=3 Else Hamayan], [http://www.paridad.us/#!barbara-marler/cghd Barbara Marler], [http://www.paridad.us/#!christina-lopez/c1eap Cristina Sánchez-López], and [http://www.ucs.louisiana.edu/~jsd6498/damico/damicohomepage.html Jack Damico]
  
* 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/ Karen N. Nemeth]
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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 [http://www.languagecastle.com/about/ 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 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]

Revision as of 13:58, 3 November 2016

Caslon Language Education Index

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

teacher-led small groups

Teacher Assistance Team

teaching for transfer

teaching to the potential

Teachers of English to Speakers of Other Languages (TESOL)

test bias

testing

text complexity

TheDictado

  • A method to teach content, conventions, grammar, and spelling in an integrated way. It involves having the teacher dictate a series of phrases or sentences to the students. The students and teacher then collaborate to create a corrected model of the focus text. Students amend their sentences using a two-color system to draw attention to errors. The same phrases or sentences are repeated throughout the week, giving students multiple opportunities to practice and learn the targeted content, conventions, grammar, and spelling. TheDictado is adapted from Latin American schools and provides multiple opportunities for within-language and cross-language metalinguistic development. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

thematic teaching

thematic word chart

think-tank model

  • An organization that performs research and advocacy.

Tier 1 Intervention

  • Level of core instructional programming or universal intervention at which the instruction employed is available to all students.

Tier 2 Intervention

  • Instructional safety net that works in concert with Tier 1 by adding both time and instructional intensity into the school day, those students provided with Tier 2 interventions are typically given more individualized intervention (Howard, 2009).

Tier 3 Intervention

  • Level of intensive intervention. This level of support may entail specialized individualized interventions for students with significant needs (Fletcher, Denton, Fuchs, & Vaughn, 2005; Fuchs, 2002; Howard, 2009).

threatened languages

threshold hypothesis

time-on-task argument

Title I of the Elementary and Secondary Education Act

  • Federal program that provides funding to local school districts to improve the academic achievement of disadvantaged students first passed in 1965. That Act is reauthorized by Congress from time to time, and often given a new name.

Title III of the Elementary and Secondary Education Act

Title VII of the Elementary and Secondary Education Act

total physical response (TPR)

trajectory toward biliteracy

transfer

transitional bilingual education (TBE)

transitional bilingual program

translanguaging

  • In its original conceptualization, refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language. In its expanded sense, refers to the natural and normal ways bilinguals use their languages in their everyday lives to make sense of their bilingual worlds. In teaching, refers to pedagogical practices that use bilingualism as a resource rather than ignore it or perceive it as a problem. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

translanguaging classroom

translanguaging corriente

translanguaging design

translanguaging design cycle

translanguaging objectives

translanguaging shifts

translanguaging stance

transnationalism

two-way dual-language bilingual education (DLBE)

two-language learner

two-way immersion (TWI)

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