Difference between revisions of "Caslon Language Education Wikimedia (T)"
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| − | * A [[Caslon_Language_Education_Wikimedia_(D)#dual-language program| | + | * 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 students|language-majority students]] and [[Caslon_Language_Education_Wikimedia_(l)#language-minority students|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 program that serves both language-minority and language-majority students in the same classrooms. These programs use each group of students’ first language for academic instruction at certain points during the day or week. They aim for additive bilingualism and 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] | ||
Revision as of 20:21, 6 November 2015
Contents
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
total physical response (TPR)
- Instructional strategy used to introduce academic concepts in a concrete and comprehensible manner. The teacher models academic oral language accompanied by pictures, realia, and movements. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
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
two-language learner
- Student whose knowledge is shared across two languages. In this book, used synonymously with bilingual learner. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
two-way-immersion (TWI)
- A dual-language program that supports additive bilingualism, in which language-majority students and language-minority students learn together to become bilingual, biliterate, and bicultural. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- A program that serves both language-minority and language-majority students in the same classrooms. These programs use each group of students’ first language for academic instruction at certain points during the day or week. They aim for additive bilingualism and biculturalism for both groups of students (see dual-language program). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
