Caslon Language Education Wikimedia (L) - Revision history

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Caslon at 19:47, 27 June 2019

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	* These students have attended U.S. schools for seven or more years, and remain entitled to receive language support services such as English as a second language (ESL) and/or bilingual education programming, according to their performances on English language proficiency assessments. From 6.6 (Menken and Kleyn) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]		* These students have attended U.S. schools for seven or more years, and remain entitled to receive language support services such as English as a second language (ESL) and/or bilingual education programming, according to their performances on English language proficiency assessments. From 6.6 (Menken and Kleyn) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]
		+
		+	==Look Act==
		+	* Legislation passed in 2017 by the Massachusetts State Legislature—Bill H.4032. “An Act relative to language opportunity for our kids (LOOK).” Essentially reverses [[Caslon_Language_Education_Wikimedia_(Q)#Question 2\|Question 2]] by undoing restrictions on [[Caslon_Language_Education_Wikimedia_(B)#bilingual education\|bilingual education]] programs and allows school districts flexibility in providing language acquisition programs for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)\|ELLs]]. The Act also established the state’s Seal of Biliteracy. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]

	==looping==		==looping==

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 ==language progressions==
-* Statements that outline the language expectations for ELLs at each level of English language proficiency associated with specific standards and academic tasks. language socialization. The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Statements that outline the language expectations for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] at each level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]] associated with specific standards and academic tasks. language socialization. The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language proficiency==

@@ Line 136: / Line 136: @@
 ==language policy==
 * Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. [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]
 ==language proficiency==

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 ==language objectives==
 * Lesson plan objectives that specify what students should know and be able to do by the end of the lesson related to language learning and the use of language needed to complete the accompanying content objectives. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language policy==

← Older revision		Revision as of 15:12, 17 July 2019
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−	=+language policy==	+	==language policy==
	* Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. [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]		* Formal and informal decisions about language use; includes laws, regulations, and statutes, as well as practices. [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]

@@ Line 118: / Line 118: @@
 * A student who speaks the dominant societal or majority language. In the United States, this refers to a speaker of standard English.  [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]
-* Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Describes students who are [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language minority==

@@ Line 54: / Line 54: @@
 * Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. [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]
-* A point of view in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A point of view in which the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language-as-right orientation==

@@ Line 49: / Line 49: @@
 * View of language diversity as the cause of social problems or underachievement of [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers. [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]
-* A point of view in which the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A point of view in which the [[Caslon_Language_Education_Wikimedia_(H)#home language(s)|home language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language-as-resource orientation==

@@ Line 49: / Line 49: @@
 * View of language diversity as the cause of social problems or underachievement of [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority language]] speakers. [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]
-* A point of view in which the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A point of view in which the home language of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a problem to be overcome as students learn English and academic content through English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language-as-resource orientation==
 * Approach to language policy that views linguistic diversity as a source of expertise that contributes to political, economic, and cultural goals. [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]
-* A point of view in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A point of view in which the [[Caslon_Language_Education_Wikimedia_(N)#native language|native language]] of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] is viewed as a strength to be developed and built on to help the students learn English and academic content. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language-as-right orientation==
@@ Line 91: / Line 91: @@
 * Students and teachers participate in a shared writing activity based on a common experience of the participants. Listening, speaking, reading, and writing activities may be connected to the LEA to support the development of [[Caslon_Language_Education_Wikimedia_(O)#oracy|oracy]] and [[#literacy|literacy]]. [https://www.caslonpublishing.com/titles/23/literacy-club/ <i>The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners</i>] by [https://www.caslonpublishing.com/titles/23/literacy-club/authors/ Kathryn Henn-Reinke and Xee Yang]
-* A literacy instruction approach in which students dictate stories based on their own experiences and teachers transcribe the students’ dictations into texts and then use these texts for reading instruction. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A literacy instruction approach in which students dictate stories based on their own experiences and teachers transcribe the students’ dictations into texts and then use these texts for reading instruction. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language education==
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 * A student who speaks the dominant societal or majority language. In the United States, this refers to a speaker of standard English.  [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]
-* Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Describes students who are native speakers of the standard language variety spoken by the dominant group of a given society. In the United States, the term covers students who speak standard English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language minority==
@@ Line 129: / Line 129: @@
 * Describes students who speak a language other than the dominant societal language ([http://caslonpublishing.com/about/staff/ Freeman], 2004). In the United States, language minority students speak a language other than English at home. Some language minority students, especially those who are born in the United States, are also English-proficient speakers. Others within this group speak the home language and have various English language proficiency levels. In other words, all [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]] are language minority students but all language minority students are not [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www.caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/authors/ Suzanne Wagner and Tamara King]
-* Describes students who are not [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the language spoken by the dominant group of a given society. In the United States the term covers all students who speak languages other than standard English. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Describes students who are not [[Caslon_Language_Education_Wikimedia_(N)#native language|native speakers]] of the language spoken by the dominant group of a given society. In the United States the term covers all students who speak languages other than standard English. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language policy==
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 ==language socialization==
-* The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* The process by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==language-specific approximation==
@@ Line 186: / Line 186: @@
 * Guidelines developed by the Office of Civil Rights to implement the 1974 <i>Lau v. Nichols</i> Supreme Court decision; retracted in the 1980s. [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]
-* Regulations issued by the U.S. Department of Education Office of Civil Rights following the U.S. Supreme Court Decision <i>Lau v. Nichols</i> (1974), outlining requirements for school districts and schools to address the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* Regulations issued by the U.S. Department of Education Office of Civil Rights following the U.S. Supreme Court Decision <i>Lau v. Nichols</i> (1974), outlining requirements for school districts and schools to address the needs of [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|ELLs]]. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==learning disability==
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 ==lexicon==
-* The vocabulary of a language. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* The vocabulary of a language. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 ==limited English proficient (LEP)==
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 * The official designation of a student in need of [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|ELD]] services in school. This term is falling out of favor in the education world because of the negative connotations of using the word “limited” when these students actually have the benefit of knowing more than one language. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [https://www.caslonpublishing.com/titles/14/young-dual-language-learners/authors/ Karen N. Nemeth]
-* A label for students who have not yet attained proficiency in English. Although the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] label is preferred, LEP remains an official legal designation in federal and in many states’ legislation. [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/6/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
+* A label for students who have not yet attained proficiency in English. Although the [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learner]] label is preferred, LEP remains an official legal designation in federal and in many states’ legislation. [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/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright]
 * A deficit-perspective label for naming students acquiring English as an additional language. It marginalizes them rather than acknowledging their capacity and potential. From 1.9 (Garcia) in [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/ <i>Common Core, Bilingual and English Language Learners</i>] edited by [https://www.caslonpublishing.com/titles/19/common-core-english-language-learners-and-equity/authors/ Guadalupe Valdés, Kate Menken, and Mariana Castro]