View source for Caslon Language Education Wikimedia (D)

==Caslon Language Education Index==
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(A) A], 
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(B) B],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(C) C],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(D) D],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(E) E],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(F) F],
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[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(V) V],
[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(W) W],
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[https://caslon-wiki.herokuapp.com/index.php?title=Caslon_Language_Education_Wikimedia_(Z) Z]

==data-driven decision making==
* The use of any form of evidence or information (i.e., data) for any type of decision making (e.g., on the classroom, program, school, program, district, community, state, Federal levels for [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative]] and/or [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] purposes). Our broad use of this term stands in contrast to a narrow notion of data-driven decision making using the results of standardized test results in English for all types of education decision making. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]

==<i>declamación de poesía</i> (poetry recitation)==
* Tradition in Spanish-speaking countries that involves accurate intonation and emotion; also an instructional strategy used to develop fluency. [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]

==descriptive analysis==
* The first stage of analysis in the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]]. During this stage, the [[Caslon_Language_Education_Wikimedia_(E)#Ensuring a Continuum of Services (ECOS) Team|ECOS team]] collects information on the specific challenges exhibited by the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] to determine what behaviors and tasks are problems in the classroom. This step of the descriptive analysis yields an [[Caslon_Language_Education_Wikimedia_(I)#inventory of specific observable behaviors (ISOB)|inventory of specific observable behaviors (ISOB)]]. At the same time, information is collected about characteristics of the student’s home and school life. [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]

==developmental bilingual education (DBE)==
* A form of language education with the goals of building [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] proficiencies and grade level achievment for students while they gain [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]]. Foreign language [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]] and [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language programs]] are examples of developmental bilingual programs. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]

* A 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]] and/or [[Caslon_Language_Education_Wikimedia_(H)#heritage language speaker|heritage language speakers]] and aims for high levels of proficiency in English and in the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Developmental bilingual programs are also sometimes referred to as one-way developmental bilingual programs, maintenance bilingual programs, or late-exit bilingual programs. This guide considers one-way developmental bilingual programs to be a type of [[Caslon_Language_Education_Wikimedia_(D)#dual-language education|dual language education]] because they share the goals of [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingualism]] with other types of [[Caslon_Language_Education_Wikimedia_(D)#dual language program|dual language programs]].  [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]

* A type of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that targets [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] and aims for high levels of proficiency in English and in the students’ [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]], along with strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]]. Developmental bilingual programs are also sometimes referred to as [[Caslon_Language_Education_Wikimedia_(O)#one-way developmental bilingual education|one-way developmental bilingual programs]], [[Caslon_Language_Education_Wikimedia_(M)#maintenance bilingual program|maintenance bilingual programs]], or [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit bilingual programs]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

* Form of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]], who initially receive about 90 percent of content-area instruction in their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and 10 percent of content-area instruction through [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered instruction]]. [[Caslon_Language_Education_Wikimedia_(H)#home language|Home language]] instruction decreases slowly as [[Caslon_Language_Education_Wikimedia_(S)#sheltered (content) instruction|sheltered English instruction]] increases as students move up in grade level. Instruction continues in both languages until the end of the program, even after students attain [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] in English, to ensure that students attain strong [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]] skills. Also referred to as maintenance [[Caslon_Language_Education_Wikimedia_(L)#late-exit transitional bilingual program|late-exit bilingual programs]]. [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]

==developmentally appropriate practice==
* A term used informally to refer to educational practices that are appropriate for the developmental, cognitive, and/or [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] levels of the student. In early childhood education, this term has a more formalized meaning that includes a child-centered approach to learning rather than a teacher-led approach, as described in publications by the [https://www.naeyc.org/tyc/about National Association for the Education of Young Children]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

==dialect== 
* A variety of speaking, writing, or signing a language that is distinguished by differences in vocabulary, sentence structure, and pronunciation. English and other languages are composed of many different dialects, often associated with particular regions or groups of speakers. [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]

==dialogue==
* An [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]] component meant to ensure meaningful student participation in literacy-related discussions. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]

==dialogue journal==
* Place for free writing. Students choose the topic and language and the teacher responds to the content, not the mechanics, often using a standard formula: comment, connection, question. [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]

==dictado/dictation==
* Instructional strategy in which the teacher dictates words, sentences, or paragraphs that are familiar to the students, and the students write what the teacher is saying. The dictado is holistic; it teaches and develops spelling, punctuation, and [[Caslon_Language_Education_Wikimedia_(S)#syntax|syntax]] and grammar (and other word-study skills) in a way that is meaningful and comprehensive. [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]

==differentiated instruction== 
* Instruction that is tailored to the unique language and academic needs of each student. [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]

==diglossia==
* The relatively stable distribution of two languages or varieties of the same language within a particular community for different purposes or functions. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]

==discourse/Discourse==
* Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. [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]

* As defined and distinguished by [https://education.asu.edu/faculty/james-gee Gee] (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact speciﬁc socially recognizable identities engaged in speciﬁc socially recognizable activities. [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]

==discrepancy model==
* A statistical approach to diagnosis that defines a learning disability as a specific discrepancy between intellectual ability (as measured by intelligence tests) and achievement (as determined by a norm-referenced test). This traditional model stands in contrast to the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention (RtI) model]], also known as the [[Caslon_Language_Education_Wikimedia_(D)#dual discrepancy model|dual discrepancy model]], as well as the [[Caslon_Language_Education_Wikimedia_(C)#continuum of services framework|continuum of services framework]]. [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]

==disproportionality== 
* Occurs when the percentage of students assigned to a particular program is signifi cantly higher or lower than the percentage of their enrollment in the school system. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]

==dominant language==
* In some programs, contexts, or locations, a term that refers to the language in which the student has the greatest [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|proficiency]] and fluency. In other contexts, educators may use the term to describe the [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]] of an area. It is important to be clear about the meaning when this term is used. See also [[Caslon_Language_Education_Wikimedia_(P)#primary language|primary language]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

==doublets== 
* Words that [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilinguals]] know in both languages. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [http://education.ufl.edu/faculty/de-jong-ester/ Ester de Jong]

==dual discrepancy model==
* A description of the process that determines if a child responds to scientific, research-based intervention; an example is the [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RTI)|response to intervention model]]. This alternative model stands in contrast to the traditional [[Caslon_Language_Education_Wikimedia_(D)#discrepancy model|discrepancy 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]

==dual language==
* A model of [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] that aims for (1) [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], (2) [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], (3) strong academic development, and (4) positive cultural understanding and intercultural [[Caslon_Language_Education_Wikimedia_(C)#communicative competence|communicative competence]]. Students generally participate in [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language programs]] for at least five to six years. They receive content-area instruction in two languages; at least 50 percent and up to 90 percent of that content-area instruction is through the [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] (language other than English in the United States). Under the broad definition of [[Caslon_Language_Education_Wikimedia_(D)#dual-language program|dual language programs]] used in this guide, we find three types: [[Caslon_Language_Education_Wikimedia_(O)#one-way developmental bilingual education|one-way developmental bilingual education]], [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion]], and second/foreign language [[Caslon_Language_Education_Wikimedia_(I)#immersion|immersion]] that differ in terms of their target populations. [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [http://www.heinemann.com/authors/4928.aspx Else Hamayan] and [http://caslonpublishing.com/about/staff/ Rebecca Field]

==dual language books==
* Books printed in two languages in which one language appears above the other or the two languages are written side by side on one page or on opposite pages. [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]

==dual language education==
* A form of [[Caslon_Language_Education_Wikimedia_(D)#developmental bilingual education (DBE)|developmental bilingual education]] that serves [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] from a common language background, alongside proficient English speakers, with the goals of full development in [[Caslon_Language_Education_Wikimedia_(L)#L1|L1]] and [[Caslon_Language_Education_Wikimedia_(L)#L2|L2]] oral [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]], [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], and grade-level achievement for both groups of students while gaining [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]]. [http://caslonpublishing.com/titles/9/assessment-and-accountability-language-education-p/ <i>Assessment and Accountability in Language Education Programs</i>] by [https://www.wida.us/aboutUs/staffBios/AcadLangLit/margogottlieb.aspx Margo Gottlieb] and [http://www.neiu.edu/academics/college-of-education/faculty/ngoc-diep-t-nguyen-phd Diep Nguyen]

* 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]] and English speakers who learn together through two languages in integrated classes for at least five years. The goals are [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], [[Caslon_Language_Education_Wikimedia_(A)#academic achievement|academic achievement]] through two languages, and [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural competence]]. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion programs]]. [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]

==dual language learner (DLL)==
* Any child from birth through age 8 who has a [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] other than English, regardless of what type of program he or she may be in. Whether they have been learning in two languages from birth or began life with one language and came to a new community or school where they begin to learn a new language, children in the early years are still in the process of learning about language and continue to need support in both their [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] and English. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

==dual language program(s)==
* [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|Additive bilingual]] program using two languages for [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]] and content instruction that aims for true [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], and [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|biculturalism]] for all students in the program. Students may include [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority students]] ([[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and [[Caslon_Language_Education_Wikimedia_(T)#two-language learner|two-language learners]]) and [[Caslon_Language_Education_Wikimedia_(L)#language majority|language majority students]], or [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] students only. [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]

* An instructional program with the goal of educating all children (both [[Caslon_Language_Education_Wikimedia_(L)#language minority|language minority]] and [[Caslon_Language_Education_Wikimedia_(L)#language majority|language majority]]) to become [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliterate]] and culturally sensitive individuals. In this model there is always instruction in both languages for all children. When successful, all students leave these programs fully functional in two languages, including becoming [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliterate]] (see [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion program]]; see [[Caslon_Language_Education_Wikimedia_(B)#biliteracy|biliteracy]]). [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]

* An [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|additive bilingual]] education model that consistently uses two languages for instruction and communication. It has a balanced number of students for two language groups who are integrated for instruction for at least half of the school day. The goals of [[Caslon_Language_Education_Wikimedia_(D)#dual language programs|dual language programs]] are [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]], [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]], and [[Caslon_Language_Education_Wikimedia_(B)#biculturalism|biculturalism]]. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [http://www.colorado.edu/education/people/kathy-escamilla Kathy Escamilla], [http://www.colorado.edu/education/people/susan-hopewell Susan Hopewell], [http://www.colorado.edu/education/people/sandra-butvilofsky%C2%A0 Sandra Butvilofsky], [http://www.colorado.edu/education/people/wendy-sparrow Wendy Sparrow], [http://www.colorado.edu/education/people/lucinda-soltero-gonz%C3%A1lez Lucinda Soltero-González], [http://literacysquared.org/?page_id=185 Olivia Ruiz-Figueroa], and [http://www.colorado.edu/education/people/manuel-escamilla Manuel Escamilla]

* Schools or classrooms that are specifically established to provide education in two languages to support [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliteracy]]. One-way dual language immersion provides instruction in the two languages for children who enter the program speaking only one of the languages being taught. Two-way dual language immersion programs enroll children who speak either one or both of the languages being taught so they can all learn their own and one another’s languages. The goal of this type of program is to achieve desired academic outcomes and encourage [[Caslon_Language_Education_Wikimedia_(C)#cross-cultural competence|cross-cultural communicative competence]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [http://www.languagecastle.com/ Karen N. Nemeth]

* A variety of [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] program models for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELL]] and English proficient students designed to help them become [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingual]] and [[Caslon_Language_Education_Wikimedia_(B)#biliteracy/biliterate|biliterate]]. In a 50/50 model, half of the students are fluent English speakers and half are [[Caslon_Language_Education_Wikimedia_(E)#EEnglish language learner(s) (ELLs)|ELLs]], and 50 percent of instruction is in English and 50 percent in the [[Caslon_Language_Education_Wikimedia_(H)#home language|home language]] of the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. In the 90/10 model, for the first few years, 90 percent of instruction is in the non-English language and 10 percent is in English. Instruction gradually reaches 50 percent in each language. Other variations exist. Also called [[Caslon_Language_Education_Wikimedia_(T)#two-way-immersion (TWI)|two-way immersion]]. [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]

 [[#Caslon Language Education Index|Top]]