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Caslon Language Education Index

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

say something; say something/write something

• Instructional strategy in which student partnerships or small groups read a portion of text and then stop and say and, sometimes, write a reaction, supported by a sentence prompt for summary, prediction, question and answer, or personal or academic connection. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

scaffolds/scaffolding

• A guided learning technique in which teachers modify the language demands placed on students to match the language level of students and add other supports to their verbal instruction (scaffolds) that enhance communication, such as visuals, hands-on learning, and high levels of interaction to insure understanding (see sheltered instruction). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Supports (e.g., use of first language, total physical response, working with a partner or small group) that help move students to ever deeper levels of thinking and independence in learning and using language. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• A social, interactive tool through which teachers and students can work together to create a wider range of opportunities for content learning and language development through different types of structured participation. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

• Providing learners with temporary support that allows them to complete a task that they could not complete independently. From 5.8 (Graves) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A term used to describe the visual, graphic, and temporary supports that help ELLs comprehend new information as they develop English language proficiency (Gibbons, 2002). These supports include modeling, questioning, feedback, student interaction, graphic organizers, and other supports (Echevarria et al., 2004). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• Support or assistance provided to a student within his or her zone of proximal development (ZPD) by a more knowledgeable other (e.g., teacher, peer) to help the student learn a new concept or develop new skills. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

second dialect speakers

• These speakers have five common characteristics: (1) They typically self-identify as native speakers of English, regardless of their actual proficiency in standardized forms of spoken or written English. (2) Many are struggling readers and writers of standard American English. (3) Those with low levels of literacy often face the same challenges in reading and writing as beginning level English as a second language students. (4) Their vernacular is stigmatized and discouraged both in school and in their own communities. (5) They often exhibit ambivalent attitudes toward their own vernacular—simultaneously celebrating and denigrating it, depending on the context. From 2.11 (Nero) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

second language

• A language learned at a later stage than the native language. Foundations for Multilingualism in Education by Ester de Jong

second language acquisition

• The learning of a new language after a child or adult has already gained competence in their first or “native” language. From 2.3 (Dixon) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Influenced by a much wider variety of factors (e.g., age, first language skills, relation of first to second language, literacy skills) than first language acquisition. From 2.4 (Snow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

self-assessment

• Students’ monitoring and analysis of their work in which they reflect on their strategies, products, and processes of learning. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• Students’ assessment of their own performance, typically guided by a checklist or rubric. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

self-contained second language programs

• Full-time programs for minority language speakers to teach content and the dominant language. Foundations for Multilingualism in Education by Ester de Jong

semantic extension

• A characteristic of Spanish in the United States; the expansion of the original meaning of Spanish words to include the meaning of a similar English word (e.g., “groserías”–groceries; “carpeta”–carpet). Teaching for Biliteracy by Karen Beeman and Cheryl Urow

semantics

• Study of the meanings of words, especially the differences in word meanings based on context. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The study of the meaning of words, phrases, and sentences. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

semilingualism

• Pejorative term to describe what is considered limited skills in two languages. Foundations for Multilingualism in Education by Ester de Jong

sensory, graphic, and interactive supports

• Instructional strategies that help ELLs develop academic language and understand classroom lessons. For example, sensory supports include visuals, real-life objects, songs, drawings, videos, etc. Graphic supports include multiple varieties of graphic organizers, charts, timelines, etc. Interactive supports include small group interaction, working with partners, primary language support, internet websites, instructional software, etc. (Gottlieb et al., 2007). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

sentence prompt (frase clave)

• A few words provided by the teacher to give students the structure of the language so they can use language appropriately as they participate in a learning activity. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

separate underlying proficiency (SUP)

• Developed by Cummins; refers to the separateness of the two language systems of bilinguals, best represented by a container view of two separate systems competing for cognitive space. Foundations for Multilingualism in Education by Ester de Jong

separation biliterate model of language and literacy

• Uses only the specific language in which the text is written to interact with that text, according to appropriate sociocultural and discourse norms. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

sequential bilingual(s)

• Individuals who learn one language at home and then acquire another language later in school. From 1.10 (Beeman and Urow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

sequential bilingual learner(s)

• Student who has developed one language and is learning a second language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Someone who becomes bilingual by learning one language at birth and learning another at a later point in time, often at the beginning of formal education. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

sequential bilingualism

• The process by which a person becomes bilingual by first learning one language and then learning the other. This situation occurs most naturally when students leave their homes in which a language other than English is commonly spoken or immigrate to another country after being raised and schooled in another language environment (see simultaneous bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• The development of proficiency in a second language after proficiency has been developed in the first language. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sequential language acquisition

• The process through which a language learner first acquires one language and later acquires a second or additional language; this stands in contrast to the notion of simultaneous language acquisition. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

sequential language learning

• The learning of a new language three or more years after the child has begun life speaking a first language (Paradis, Genesee, & Crago, 2011). Young Dual Language Learners by Karen N. Nemeth

shared reading

• A reading approach in which the teacher reads for and with the children. It calls for more direct student involvement in the actual reading of the text. Teachers engage children in guided dialogue to extend their understanding of texts and to enrich their oral language repertoire. They also encourage students to articulate (not only observe) cross-language connections. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Reading instruction in which the teacher reads a big book or other source of enlarged text with the students, modeling a variety of reading strategies and using the text (once it is familiar to the students) to teach reading skills. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

shared writing

• An instructional approach in which the teacher and students take turns constructing a written text together. All the students in the class participate in the writing of the text by sharing the pen with the teacher, copying from the board, or encoding the text in their own notebooks. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Writing instruction in which the teacher, in collaboration with the students, constructs an enlarged text (e.g., on chart paper). Students suggest sentences and revisions and the teacher models the use of a variety of writing strategies students are expected to use in their own writing. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sheltered (content) instruction

• Sheltered instruction is an approach in which students develop knowledge in specific subject areas through the medium of their second language. Teachers modify their use of English to teach core subjects (e.g., math, science) in order to ensure that the material is comprehensible to learners and that it promotes their second language development. They also adjust the language demands of the lesson in many ways, such as by modifying speech rate and tone, simplifying vocabulary and grammar, repeating key words, phrases, or concepts, using context clues and models extensively, relating instruction to students’ background knowledge and experience, and using other learning supports (e.g., demonstrations, visuals, graphic organizers, or cooperative work) to make academic instruction understandable to students of different second language proficiency levels [also referred to as sheltered English instruction (SEI); specially designed academic instruction in English(SDAIE). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• An approach within language education programs that serves English language learners from multiple language backgrounds with the goal of development of academic language in L2 (English) through content and applies to Spanish as a second language (SSL) in Spanish to English speakers. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• Offers English language learners grade-level core content courses taught in English using instructional strategies that make the content concepts accessible while students are acquiring English as a second language. These programs and courses are sometimes referred to as sheltered English immersion or specially designed academic instruction in English (SDAIE). The term sheltered instruction may also be used to describe pedagogy rather than a program design. Sheltered instruction practices and individual sheltered instruction courses can be and often are implemented in conjunction with other program alternatives. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Sheltered instruction Educational services that offer English language learners access to grade-level core content courses taught in English using instructional strategies designed to make the content concepts comprehensible while students are acquiring English. Such programs/classes are sometimes referred to as sheltered English immersion (SEI) or specially designed academic instruction in English (SDAIE). The term sheltered instruction may also be used to describe actual instructional strategies (such as those designed to make content comprehensible to ELLs in the academic mainstream) rather than to a program design.Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

• A program model that offers grade-level content to DLLs using specialized ESL instructional strategies to support content learning and English language learning at the same time. Young Dual Language Learners by Karen N. Nemeth

• A term used to describe instruction in any subject that is provided in English but taught in a manner that makes it comprehensible to ELL students while promoting their English language development. Learning the academic content is the goal (Echevarria, 2007). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sheltered English immersion (SEI)

• A program model for ELLs that combines English-as-a-second language instruction, sheltered content-area instruction, and primary language support. Sometimes called structured English immersion. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• A program model for DLLs that combines ESL instruction, sheltered content-area instruction, and primary language support. It may also be called structured English immersion. Young Dual Language Learners by Karen N. Nemeth

• A program model for ELLs that combines English as a second language (ESL), sheltered content-area instruction, and primary language support. Sometimes called structured English immersion. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sheltered English instruction

• See specially designed academic instruction in English (SDAIE). Foundations for Multilingualism in Education by Ester de Jong

sheltered instruction

• Grade-level content-area instruction provided in English in a manner that makes it comprehensible to ELLs while supporting their English language development. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

Sheltered Instruction Observation Protocol (SIOP)

• A research-based approach for sheltered instruction that helps English language learners develop oral language proficiency while building academic English literacy skills and content area knowledge. The SIOP Institute, trademark, and copyright are owned by LessonLab/Pearson Education. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• A research-based approach for sheltered content-area instruction that helps ELLs develop oral language proficiency while building academic English literacy skills and content-area knowledge. The SIOP Institute trademark and copyright are owned by LessonLab/Pearson Education. Young Dual Language Learners by Karen N. Nemeth

• An instructional model and tool for planning, implementing, and evaluating sheltered English content-area instruction developed by Echevarria, Vogt, and Short (2013). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

silent period

• A period many new learners of a second language go through before they feel comfortable speaking in the new language. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

simultaneous bilingual(s)

• Children who grow up using two (or more) languages at home. Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Individuals who have been exposed to two or more languages together, typically from birth to age 5 (Swanson, 2009). From 1.10 (Beeman and Urow) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

simultaneous bilingual learner(s)

• Student who has been exposed to two languages since before age 3. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Children who develop two languages at the same time. Definitions of simultaneous bilingualism vary, but it is generally thought to be exposure to and acquisition of two languages before the age of 5. Simultaneous bilinguals can be circumstantial (those who learn a second language because of their circumstances, such as immigrants or children of foreign students in universities) or elective (those whose parents choose to teach them two languages). Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

• Someone who learns two or more languages at the same time. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

simultaneous bilingualism

• The process by which a person becomes bilingual by learning two languages at the same time. This situation occurs most naturally when students are raised in a home and community where two languages are actively spoken. Generally, in order to be considered a simultaneous bilingual, a child must learn both languages prior to the age of three (see sequential bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• The development of proficiency in two languages at the same time. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

simultaneous biliteracy development

• Development of reading and writing skills in two languages at the same time. Foundations for Multilingualism in Education by Ester de Jong

simultaneous language acquisition

• Acquisition of two languages at the same time, generally before the age of 3 (also bilingual acquisition). Foundations for Multilingualism in Education by Ester de Jong

• The process by which a learner acquires more than one language at the same time (contrast sequential language acquisition). English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• The learning of two or more languages at the same time, for example, when a father and mother speak different languages to the child. The child is considered to be experiencing simultaneous language acquisition if one or more of the languages is introduced before he or she turns 3 years old, and sequential language acquisition if the second language is introduced after age 3. Young Dual Language Learners by Karen N. Nemeth

single-dominance perspective

• A way of looking at two-language learners that assumes their abilities in both languages are not equal and identifies a dominant language, often resulting in the determination that the simultaneous bilingual learner is “low” in both languages. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

singlets

• Words that bilinguals know in only one of their two languages. Foundations for Multilingualism in Education by Ester de Jong

Smarter Balanced Assessment Consortium

• Smarter Balanced is a public agency supported by 15 states, one territory, and the Bureau of Indian Affairs. Through the work of thousands of educators, Smarter Balanced created an on-line assessment system aligned to the Common Core State Standards (CCSS), as well as tools for educators to improve teaching and learning. Smarter Balanced is housed at UCLA’s Graduate School of Education & Information Studies (GSE&IS). www.smarterbalanced.org

sociocultural model of learning

• A model based on learning as a social process and the belief that language is learned through interactions. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

sociocultural orientation

• This orientation is reflected in linguistically and culturally responsive curriculum, instruction, and assessment that builds on student and community strengths and resources in ways that benefit all learners. From 4.6 (Marler) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

sociocultural perspectives

• Perspectives on language learning and teaching that focus on the sociocultural context surrounding the learner that facilitates the learning process. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

social language

• The relatively informal conversational language anchored in context, usually reflective of the language used in students’ homes and communities; also referred to as “informal language,” “home language,” or “community Spanish.” Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The highly contextualized language used for everyday conversation in face-to-face interaction, also known as conversational fluency. According to research, it generally takes one to three years for English language learners to develop social language, while it takes much longer for ELLs to develop the academic language necessary for school success. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

social language proficiency

• Language features and functions associated with interpersonal communication. Foundations for Multilingualism in Education by Ester de Jong

• The language required in understanding, processing, and communicating thoughts and ideas in daily interaction and situations. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

social networks

• Set of relationships with others across different domains that affect which language and language features are used. Foundations for Multilingualism in Education by Ester de Jong

societal or dominant language

• Language used for communication in the public domain (media, government, educational institutions). Foundations for Multilingualism in Education by Ester de Jong

SOCRATES

• European university faculty and student exchange program. Foundations for Multilingualism in Education by Ester de Jong

SOLOM-R (Student Oral Language Observation Matrix-Revised)

• An assessment of students’ oral language proficiency using an analytic scoring rubric that focuses on the aspects of comprehension, fluency, vocabulary, pronunciation, and grammar. The original version, developed by bilingual teachers in Southern California in the 1980s, has been revised for this book by the author to reflect current understanding of oral language development and to focus on what ELL students can do at each level. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

Spanglish

• Mixture of Spanish and English that follows a set of grammar and linguistic rules; often used in social settings where it is considered appropriate. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

Spanish for native speakers (SNS)

• A form of Spanish-as-a-foreign-language program that has been adapted to meet the needs of Spanish speakers. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A heritage language program for students who speak Spanish as a home or heritage language. These programs aim to broaden the linguistic repertoire of Spanish speakers, and they often focus on ensuring that Spanish speakers learn to read and write in Spanish (while not stigmatizing the vernacular variety of Spanish that the students speaks at home and in the community). English Language Learners at School, second edition by Else Hamayan and Rebecca Field

Spanish literacy

• The broad range of teaching and learning activities undertaken through the medium of the Spanish language, focusing on the integrated development of oracy, reading, and writing throughout the curriculum. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

speakers of nonstandard varieties of English

• Those students who primarily speak and/or write varieties of English that are not sanctioned by schools. Typically such varieties include syntactic, phonological, morphological, lexical features, meanings, and discourse norms that deviate from standard American English. From 2.11 (Nero) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

specials

• Instruction in specialized subjects such as art, music, physical education, computer technology taught by teachers certified in the specific area. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

special education

• Specially designed instruction to meet the unique needs of a child with a disability, guided by regulations in the Individuals with Disabilities Education Act. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

specially designed academic instruction in English (SDAIE)

• Instruction that is adapted for second language learners by the use of visuals, hands-on learning, and other strategies that make instruction in the second language more comprehensible. Foundations for Multilingualism in Education by Ester de Jong

• Another term for sheltered instruction. English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• Another term for sheltered instruction, preferred in California and other states because it places emphasis on the fact that such instruction is academically rigorous but specially designed to match the linguistic needs of the student. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

specific interventions

• Teaching designed to assist an individual student to overcome or cope with specific identified challenges in school. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

stakeholders

• Administrators, teachers, parents, and other adults who have specific roles in the ELLs’ progress and, therefore, share the responsibilities for the students’ success. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

staircase to complexity

• Built into the Common Core English Language Arts standards—at each grade level students are expected to work with materials that are more demanding in content and language than those used the year before. From 5.1 (Wong Fillmore and Blum Martinez) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

standard error of measurement (SEM)

• A statistical measure that indicates a range of trustworthiness of an individual student’s standardized test score. For example, the actual score of student who earned a score of 50 on a test with an SEM of 3 would be between 47 and 53 (e.g., 50 +/– 3). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

standard language ideology

• View that the standard language variety (and its speakers) is (naturally) superior to other varieties of the language. Foundations for Multilingualism in Education by Ester de Jong

standard measures

• Assessment that adheres to identical conditions for collection, analysis, and the reporting of student data across multiple classrooms. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

standardized measures

• Generally, norm-referenced tests in which results indicate ranking of students in relation to those in the norming population. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

status planning

• Language policy activities that focus on elevating the status of a particular language by extending the domains where it is used. Foundations for Multilingualism in Education by Ester de Jong

steamer classes

• 1-year classes for immigrants during the 1920s estabished in New York and Boston. Foundations for Multilingualism in Education by Ester de Jong

stigmatized languages

• Languages, such as Hawai‘i Creole or African American English, without long histories of written traditions. Recognizing that these languages have a systematic grammatical structure can demonstrate their legitimacy. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators by Eva Ponte, Christina Higgins

strategic use of language

• The planned use of both languages to maximize learning and to achieve the greatest efficiency in the classroom environment. Do not confuse this method with concurrent translation. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

strategy/strategy development

• A learning process that supports understanding and critical thinking. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

structured English immersion

• Mandated English-only option under Proposition 227, Proposition 203, and Question 2, defined primarily as an English language development program, though some states have interpreted it to include content instruction as well. Foundations for Multilingualism in Education by Ester de Jong

• Considered an ESL program in which instruction is in English only. It is only for emergent bilinguals, and teachers modify the language used and the curriculum. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

student-led conferences

• Meetings among teachers, students. and parents that are led by students rather than teachers. At the typical conference, students review their goals, provide evidence of whether they have met learning targets, reflect on their learning, and, with the guidance of the teacher and parents, set new goals. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

students with incomplete/interrupted formal education (SIFE)

• Refers to immigrant emergent bilingual students who have not received an adequate education in their countries of origin and therefore have low literacy in their home languages. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer

• A subgroup of English language learners (ELLs) who have at least two years of interrupted schooling, with some arriving in the United States with little or no formal schooling. From 1.10 (Flores) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• In New York State, this term describes ELLs who are at least two years below grade level in home language literacy and math skills, as a result of interrupted or inconsistent schooling (New York State Education Department, 2014). Although this subgroup is often assumed to be homogenous, it is a very heterogeneous population. From 6.7 (McNamara and Smith) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

submersion

• This term describes a “sink-or swim” environment in which ELLs are placed in general education classrooms with English-speaking students and a monolingual English-speaking teacher. With good intentions, administrators and teachers hope that the non–English-speaking children will learn English by being “immersed” in the language. The ELLs’ primary language is seldom used in the classroom or used sporadically for translation purposes. Literacy and academic content instruction as well as texts and supplemental materials are usually not designed or adapted for the ELL students. In the submersion classroom, ELLs are taught as if they do not have diverse academic and linguistic needs. As a result, the ELLs, especially the beginners, often miss important concepts and are not active, engaged, learners. (See contrasting definition of immersion.) Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• The process of placing ELLs in a mainstream classroom where they do not receive any English as a second language (ESL), sheltered-content instruction, or primary language support. Also called “sink-or-swim.” Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

substantial sheltered instruction methodology training

• Training in sheltered (or content-based) ESL that is similar to a graduate course, consisting of more than five all-day sessions at least one week apart so that participants can practice and reflect about what they have learned and practiced. The training should include how to adapt literacy instruction; implement multiple vocabulary-building strategies; use graphic, sensory and interactive supports to make information comprehensible; utilize ELLs’ languages, cultures and experiences in classroom activities; and learn ways to differentiate classroom tasks and assessments according to the ELLs’ diverse needs and English proficiency levels. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

subtractive bilingualism

• The outcome of programs that focus on developing English skills, and in which students lose their native language as they learn English. In subtractive bilingual programs, any native language support is provided only until students achieve English proficiency. Contrasts with additive bilingualism. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• A process in which individuals lose all or some of their primary language abilities (and possibly culture) as they acquire a new language and culture. This occurs frequently in the case of language minority students who attend schools where no provision is made to maintain and develop their primary language (see additive bilingualism). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• Acquisition of a second language that occurs at the expense of maintaining and developing the first language. Foundations for Multilingualism in Education by Ester de Jong

• The process by which or context in which a second language is learned, but at the expense of the first one. As a person becomes more proficient in the new language, proficiency in the first language diminishes, or worse, the person loses that first language altogether (contrast additive bilingualism). English Language Learners at School, second edition by Else Hamayan and Rebecca Field

• The process describing the acquisition of a second language by an individual or group accompanied by loss or displacement of the first language. It is to be contrasted with additive bilingualism. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

• Describes the philosophy that second language learners need to exchange their primary language for their new language, English. Programs with this philosophy do not use the primary language to support learning. In some cases, any use of the students’ language is discouraged. Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King

• A situation in which a second language eventually replaces a student’s home language. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

successive language acquisition

• Acquisiton of a second language after first language acquistion (after age 3). Foundations for Multilingualism in Education by Ester de Jong

summative assessment(s)

• Assessment that occurs at the end of lessons or units to evaluate what students have learned. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• Assessments that are given periodically to determine what students know and are able to do at the end of instruction. Summative assessments are accountability measures, most typically state assessments, district benchmark assessments, and end-of-unit and end-of-semester examinations (see formative assessment). Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell

• The use of standard or standardized measures during a specified time frame, such as on an annual basis, that offers summary information on student performance or program effectiveness. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

• Measures to record student performance on standardized tests or at the conclusion of a unit of study. Results of these measures are often used in grading and/or program evaluations. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang

• Assessments that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

• Present cumulative data on student learning at the end of a particular time period (e.g., year). Thus, may be an awkward tool to truly inform instruction on a day-to-day level. From 7.8 (Ascenzi-Moreno) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• A gauge of student achievement at the end of a period of learning. From 7.9 (Heritage) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro

• Assessments that provide a summary of what students know and can do. Typically given at the end of a unit or at the end of a school year. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

superdiversity

• A term used to describe diversity across and within immigrant and ethnic groups; includes a range of factors beyond language and ethnicity (e.g., race, education level, country of origin, migration history, socioeconomic status). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

sustained silent reading (SSR)

• A time dedicated to individual student reading. During this time, students are free to choose anything they want to read, including magazines, newspapers, and books on any subject and in either Spanish or English. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

symmetrical bilingual

• A bilingual who has equal ability in both languages.

syntax

• Refers to word order within phrases and sentences (how phrases and sentences are constructed), and the rules that govern word order. Often paired with “grammar” to encompass the whole system of rules that describe a language. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

• The study of the rules governing the relationships between words and the ways they are combined to form phrases and sentences. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright

synthetic reading approaches

• A method to teach reading that moves from part to whole. These methods start with teaching children parts of words, such as letters and letter sounds. They commonly use letters, syllables, and letter sounds to build up to words. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla

systemic interventions

• Interventions designed to most appropriately address the challenges English language learners encounter in school. These interventions are generally applied system-wide, at the school or district level. It is possible that these systemic interventions may lead to policy changes that affect education at an even more extensive level. Special Education Considerations for English Language Learners, second edition by Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico

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