https://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&feed=atom&action=historyCaslon Language Education Wikimedia (T) - Revision history2024-03-29T07:18:24ZRevision history for this page on the wikiMediaWiki 1.25.2https://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2991&oldid=prevCaslon: /* threshold hypothesis */2019-07-19T18:36:31Z<p><span dir="auto"><span class="autocomment">threshold hypothesis</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==threshold hypothesis==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==threshold hypothesis==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* Theoretical hypothesis put forth by [<del class="diffchange diffchange-inline">http</del>://www.<del class="diffchange diffchange-inline">oise</del>.<del class="diffchange diffchange-inline">utoronto.ca</del>/<del class="diffchange diffchange-inline">cerll</del>/<del class="diffchange diffchange-inline">FACULTY</del>/<del class="diffchange diffchange-inline">CERLL_Faculty/Jim_Cummins/index.html </del>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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* Theoretical hypothesis put forth by [<ins class="diffchange diffchange-inline">https</ins>://www.<ins class="diffchange diffchange-inline">casloncommunity</ins>.<ins class="diffchange diffchange-inline">com</ins>/<ins class="diffchange diffchange-inline">resources</ins>/<ins class="diffchange diffchange-inline">187</ins>/ 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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==time-on-task argument==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==time-on-task argument==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2969&oldid=prevCaslon: /* two-way immersion (TWI) */2019-07-18T19:54:12Z<p><span dir="auto"><span class="autocomment">two-way immersion (TWI)</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>*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</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>*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]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>  [[#Caslon Language Education Index|Top]]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>  [[#Caslon Language Education Index|Top]]</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2968&oldid=prevCaslon: /* two-way immersion (TWI) */2019-07-18T19:53:13Z<p><span dir="auto"><span class="autocomment">two-way immersion (TWI)</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">*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</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">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]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
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</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2967&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:48:23Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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<del class="diffchange diffchange-inline">. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion]]. 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 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</del>. [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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2966&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:17:18Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion]]. A [[Caslon_Language_Education_Wikimedia_(D)#dual-language bilingual education (DLBE)|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. [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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion]]. A [[Caslon_Language_Education_Wikimedia_(D)#dual-language bilingual education (DLBE)|dual language bilingual education]] program that serves both English speakers and <ins class="diffchange diffchange-inline">[[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (</ins>ELLs<ins class="diffchange diffchange-inline">)|ELLs]] </ins>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. [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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2965&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:16:11Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion]]. 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. [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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion]]. A <ins class="diffchange diffchange-inline">[[Caslon_Language_Education_Wikimedia_(D)#</ins>dual<ins class="diffchange diffchange-inline">-</ins>language bilingual education <ins class="diffchange diffchange-inline">(DLBE)|dual language bilingual education]] </ins>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. [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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2964&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:14:34Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion. 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. [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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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. [[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|two-way immersion<ins class="diffchange diffchange-inline">]]</ins>. 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. [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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2963&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:14:17Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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. two-way immersion. 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. [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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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. <ins class="diffchange diffchange-inline">[[Caslon_Language_Education_Wikimedia_(T)#two-way immersion (TWI)|</ins>two-way immersion. 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. [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]</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2962&oldid=prevCaslon: /* translanguaging strategies */2019-07-18T19:09:43Z<p><span dir="auto"><span class="autocomment">translanguaging strategies</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging strategies==</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>* 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. two-way immersion. 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</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div>* 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. two-way immersion. 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. [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]</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #ffe49c; vertical-align: top; white-space: pre-wrap;"><div>amount of 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]</div></td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div></div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslonhttps://wiki.caslonpublishing.com/index.php?title=Caslon_Language_Education_Wikimedia_(T)&diff=2961&oldid=prevCaslon: /* translanguaging pedagogy */2019-07-18T19:08:56Z<p><span dir="auto"><span class="autocomment">translanguaging pedagogy</span></span></p>
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<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging pedagogy==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging pedagogy==</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>* 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]</div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;"></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">==translanguaging strategies==</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">* 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. two-way immersion. 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</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="color:black; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #a3d3ff; vertical-align: top; white-space: pre-wrap;"><div><ins style="font-weight: bold; text-decoration: none;">amount of 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]</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"></td></tr>
<tr><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td><td class='diff-marker'> </td><td style="background-color: #f9f9f9; color: #333333; font-size: 88%; border-style: solid; border-width: 1px 1px 1px 4px; border-radius: 0.33em; border-color: #e6e6e6; vertical-align: top; white-space: pre-wrap;"><div>==translanguaging shifts==</div></td></tr>
</table>Caslon