Difference between revisions of "Caslon Language Education Wikimedia (M)"
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==Caslon Language Education Index== | ==Caslon Language Education Index== | ||
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(A)|A]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(B)|B]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(C)|C]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(D)|D]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(E)|E]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(F)|F]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(G)|G]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(H)|H]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(I)|I]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(J)|J]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(K)|K]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(L)|L]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(M)|M]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(N)|N]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(O)|O]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(P)|P]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Q)|Q]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(R)|R]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(S)|S]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(T)|T]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(U)|U]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(V)|V]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(W)|W]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(X)|X]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Y)|Y]], |
| − | [ | + | [[Caslon_Language_Education_Wikimedia_(Z)|Z]] |
==mainstream multilingual and bilingual models== | ==mainstream multilingual and bilingual models== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|Additive bilingual]] programs for [[#majority language|majority language]] speakers. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|Additive bilingual]] programs for [[#majority language|majority 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] |
==maintenance bilingual education== | ==maintenance bilingual education== | ||
| − | * A model or type of developmental [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and, at times, English speakers who are proficient in the target language. These programs last at least five years. Their 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]] in two languages, and positive cultural identity development. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(O)#one-way developmental bilingual education|one-way developmental bilingual 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/ | + | * A model or type of developmental [[Caslon_Language_Education_Wikimedia_(B)#bilingual education|bilingual education]] for [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] and, at times, English speakers who are proficient in the target language. These programs last at least five years. Their 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]] in two languages, and positive cultural identity development. These programs are also referred to as [[Caslon_Language_Education_Wikimedia_(O)#one-way developmental bilingual education|one-way developmental bilingual programs]]. [http://caslonpublishing.com/titles/1/special-education-considerations-english-language-/ <i>Special Education Considerations for English Language Learners</i>], second edition by [[https://www.caslonpublishing.com/titles/1/special-education-considerations-english-language-/authors/ Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico] |
==maintenance bilingual program== | ==maintenance bilingual program== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|Additive bilingual]] program for [[#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 [ | + | * [[Caslon_Language_Education_Wikimedia_(A)#additive bilingualism|Additive bilingual]] program for [[#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] |
==majority language== | ==majority language== | ||
| − | * The dominant societal language (e.g., English in the United States). This language is the higher status, more powerful language in society and often is used for official or public purposes (e.g., education, government, mainstream media). [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [ | + | * The dominant societal language (e.g., English in the United States). This language is the higher status, more powerful language in society and often is used for official or public purposes (e.g., education, government, mainstream media). [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] |
| − | * The language spoken by the majority of people in a described location (school, community, or state), or the official language of the location—even if fewer than half of the people in the area are fluent in that language. Compare to [[Caslon_Language_Education_Wikimedia_( | + | * The language spoken by the majority of people in a described location (school, community, or state), or the official language of the location—even if fewer than half of the people in the area are fluent in that language. Compare to [[Caslon_Language_Education_Wikimedia_(M)#minority or dominated languages|minority 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] |
==maximal bilinguals== | ==maximal bilinguals== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilinguals]] who have equally extensive control of their first and second languages. | + | * [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|Bilinguals]] who have equally extensive control of their [[Caslon_Language_Education_Wikimedia_(F)#first language|first]] and [[Caslon_Language_Education_Wikimedia_(S)#second language|second languages]]. |
==meaning-based literacy== | ==meaning-based literacy== | ||
| − | * [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that is meaningful and functional for the [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual|emergent]] readers or writers. In meaning-based literacy, the text, writing activities, skills and tasks are taught in comprehensible, concrete, and engaging contexts that the learners can relate to personally (Fife, 2006). [http://caslonpublishing.com/titles/3/implementing-effective-instruction-english-languag/ <i>Implementing Effective Instruction for English Language Learners</i>] by [https://www. | + | * [[Caslon_Language_Education_Wikimedia_(L)#literacy|Literacy]] instruction that is meaningful and functional for the [[Caslon_Language_Education_Wikimedia_(E)#emergent bilingual(s)|emergent]] readers or writers. In meaning-based [[Caslon_Language_Education_Wikimedia_(L)#literacy|literacy]], the text, writing activities, skills and tasks are taught in comprehensible, concrete, and engaging contexts that the learners can relate to personally (Fife, 2006). [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] |
==meta-analysis== | ==meta-analysis== | ||
| − | * Quantiative research methodology that allows researchers to find effect sizes across different studies. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * [[Caslon_Language_Education_Wikimedia_(Q)#Quantitative data|Quantiative]] research methodology that allows researchers to find effect sizes across different studies. [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] |
| − | ==metacognition== | + | ==metacognition/metacognitive awareness/understanding== |
| − | * | + | * Consciousness of one’s own thought processes. [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] |
==metalanguage== | ==metalanguage== | ||
| − | * Thinking and talking about language and, in the case of biliteracy, understanding the relationships between and within languages. It is the language used to talk about language, and its mastery allows students to analyze how language can be leveraged to express meaning. The development of metalanguage includes the ability to identify, analyze, and manipulate language forms and to analyze sounds, symbols, grammar, vocabulary, and language structures between and within languages. It has been identified as one of three fundamental skills, along with the psycholinguistic abilities, necessary to decode and comprehend. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * Thinking and talking about language and, in the case of biliteracy, understanding the relationships between and within languages. It is the language used to talk about language, and its mastery allows students to analyze how language can be leveraged to express meaning. The development of metalanguage includes the ability to identify, analyze, and manipulate language forms and to analyze sounds, symbols, grammar, vocabulary, and language structures between and within languages. It has been identified as one of three fundamental skills, along with the psycholinguistic abilities, necessary to decode and comprehend. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] |
| + | |||
| + | * Awareness and understanding of how one uses languages. For [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bi/multilinguals]], it involves the relationships between and within languages (also referred to as [[#metalinguistic awareness|metalinguistic awareness]]). [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] | ||
| + | |||
| + | * Language to talk about language. From 2.14 (Larsen-Freeman) 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] | ||
==metalinguistic awareness== | ==metalinguistic awareness== | ||
| − | * The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In bilingual learners of Spanish and English, it is the understanding of how the two languages are similar and different. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual learners]] of Spanish and English, it is the understanding of how the two languages are similar and different. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow] |
| − | * The ability to think and talk about language and language systems. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * The ability to think and talk about language and language systems. [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] |
| − | * The ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in bilingual people. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [ | + | * The ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner(s) (BLs)|bilingual]] people. [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] |
==metanarratives== | ==metanarratives== | ||
| − | * National discourses that define national identities (who belongs). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * National [[Caslon_Language_Education_Wikimedia_(D)#discourse/Discourse|discourses]] that define national identities (who belongs). [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] |
==<i>Meyer v. Nebraska</i>== | ==<i>Meyer v. Nebraska</i>== | ||
| − | * 1954 Supreme Court case involving a parochial school teacher accused of teaching the Bible in German to an elementary-age student. The Court ruled that the state does not have a compelling interest to forbid the teaching of languages other than English in school. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * 1954 Supreme Court case involving a parochial school teacher accused of teaching the Bible in German to an elementary-age student. The Court ruled that the state does not have a compelling interest to forbid the teaching of languages other than English in school. [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] |
==migrant== | ==migrant== | ||
| − | * A student whose parent or guardian is a migratory agricultural worker, including workers in the dairy and fishing industries, and who, in the preceding 36 months, has accompanied a parent or guardian who is engaged in temporary or seasonal employment. Some broaden this definition to include students whose parents must move frequently to find any sort of work to support the family, thus frequently interrupting or stopping their education.[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by | + | * A student whose parent or guardian is a migratory agricultural worker, including workers in the dairy and fishing industries, and who, in the preceding 36 months, has accompanied a parent or guardian who is engaged in temporary or seasonal employment. Some broaden this definition to include students whose parents must move frequently to find any sort of work to support the family, thus frequently interrupting or stopping their education.[http://caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/ <i>Teaching Adolescent English Language Learners</i>] by [https://www.caslonpublishing.com/titles/8/teaching-adolescent-english-language-learners-esse/authors/ Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell] |
==minimal pairs== | ==minimal pairs== | ||
| − | * Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [ | + | * Words that differ by single phoneme (e.g., <i>sand/hand, bit/bet, rag/rat</i>), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. [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] |
==minority or dominated languages== | ==minority or dominated languages== | ||
| − | * Language used by language groups who are politically and socially placed in a minority situation (status). [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Language used by language groups who are politically and socially placed in a minority situation (status). [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] |
| − | * Any language or variety of a language other than the [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]]. These languages are lower status, less powerful languages in society and are generally used for more private or unofficial purposes (e.g., home or local community institutions). [http://caslonpublishing.com/titles/4/english-language-learners-school-guide-administrat/ <i>English Language Learners at School</i>] by [ | + | * Any language or variety of a language other than the [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]]. These languages are lower status, less powerful languages in society and are generally used for more private or unofficial purposes (e.g., home or local community institutions). [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] |
| − | * A language that is spoken by less than half of the people in a described location, or a language that is not the official language or most powerful language influence in a state or area. Compare to [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority language]]. [http://caslonpublishing.com/titles/14/young-dual-language-learners/ <i>Young Dual Language Learners</i>] by [ | + | * A language that is spoken by less than half of the people in a described location, or a language that is not the official language or most powerful language influence in a state or area. Compare to [[Caslon_Language_Education_Wikimedia_(M)#majority language|majority 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] |
==model== | ==model== | ||
| − | * Explicit and interactive instruction where student responsibility for learning is gradually released from teacher modeling and explanation, to guided practice, and then to independent practice. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * Explicit and interactive instruction where student responsibility for learning is gradually released from teacher modeling and explanation, to guided practice, and then to independent practice. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] |
==modeled writing== | ==modeled writing== | ||
| − | * A teaching approach where the teacher demonstrates for students the process of writing a text and multiple uses of writing as a communicative and learning tool. In modeled writing, the teacher encodes the message and students watch as they participate orally in the composition of the written piece. The teacher writes the text produced, which is at a higher level than what the students would be able to compose independently. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [ | + | * A teaching approach where the teacher demonstrates for students the process of writing a text and multiple uses of writing as a communicative and learning tool. In modeled writing, the teacher encodes the message and students watch as they participate orally in the composition of the written piece. The teacher writes the text produced, which is at a higher level than what the students would be able to compose independently. [http://caslonpublishing.com/titles/13/biliteracy-start/ <i>Biliteracy from the Start</i>] by [https://www.caslonpublishing.com/titles/13/biliteracy-start/authors/ Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla] |
| − | * Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [ | + | |
| + | * Writing instruction in which the teacher constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. [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] | ||
==model performance indicators (MPIs)== | ==model performance indicators (MPIs)== | ||
| − | * A component of the WIDA English language development standards designed to help teachers plan and differentiate instruction for students based on their level of English language proficiency. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [ | + | * A component of the [[Caslon_Language_Education_Wikimedia_(W)#World-Class Instructional Design and Assessment (WIDA)|WIDA]] [[Caslon_Language_Education_Wikimedia_(E)#English language development (ELD)|English language development]] standards designed to help teachers plan and differentiate instruction for students based on their level of English [[Caslon_Language_Education_Wikimedia_(L)#language proficiency|language proficiency]]. The indicators provide examples of observable language behaviors that [[Caslon_Language_Education_Wikimedia_(E)#English language learner(s) (ELLs)|English language learners]] at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. [https://www.caslonpublishing.com/titles/25/foundation-teaching-ells-3e/ <i>Foundations for Teaching English Language Learners</i>], third edition by [https://www.caslonpublishing.com/titles/25/foundations-teaching-english-language-learners-res/authors/ Wayne E. Wright] |
| + | |||
| + | ==monoglossic ideology== | ||
| + | * A belief that languages are autonomous wholes, and thus [[Caslon_Language_Education_Wikimedia_(B)#bilingualism/multilingualism|bilingualism]] is just two separate languages. It is the opposite of [[Caslon_Language_Education_Wikimedia_(H)#heteroglossic perspective|heteroglossia]], the Bakhtinian concept that recognizes different voices regardless of what society deems as appropriate language. [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer] | ||
==monoglossic perspective== | ==monoglossic perspective== | ||
| − | * Views monolingualism as the norm and treats the languages of bilinguals as two separate distinct systems, as if students are two monolinguals in one (double monolingualism). [ | + | * Views [[#monolingual|monolingualism]] as the norm and treats the languages of [[Caslon_Language_Education_Wikimedia_(B)#bilingual learner|bilinguals]] as two separate distinct systems, as if students are two [[#monolingual|monolinguals]] in one (double monolingualism). [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] |
| − | ==monolingual== | + | ==monolingual/monocultural bias== |
| − | * | + | * “The practice of catering to the dominant or mainstream culture [while] providing no special consideration at all to persons from nonmainstream cultures” (Haas, 1992, p. 161). This bias can also create a false image of deficiency for language minority students. From 1.3 (Wiley) 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] |
==moribund languages== | ==moribund languages== | ||
| − | * Languages that are no longer used by children. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Languages that are no longer used by children. [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] |
==morphology== | ==morphology== | ||
| − | * The study of the meaningful parts of words, such as prefixes and suffixes. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [ | + | * The study of the meaningful parts of words, such as prefixes and suffixes. [http://caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/ <i>Teaching for Biliteracy</i>] by [https://www.caslonpublishing.com/titles/2/teaching-biliteracy-strengthening-bridges-between-/authors/ Karen Beeman and Cheryl Urow] |
| − | * The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [ | + | * The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. [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] |
| + | |||
| + | ==multilingual ecology== | ||
| + | * Refers to the ways in which the different language practices of a community are reflected in schools and classrooms. It can refer to visual features (e.g., bulletin boards, signage, posters, and student work in multiple languages) and audible features (e.g., talk, announcements, and songs). [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/<i>The Translanguaging Classroom</i>] by [https://www.caslonpublishing.com/titles/21/translanguaging-classrooms/authors/ Ofelia García, Susana Ibarra Johnson, and Kate Seltzer] | ||
==multilingualism== | ==multilingualism== | ||
| − | * Development of linguistic repertoires in more than two languages. [http://caslonpublishing.com/titles/7/foundations-multilingualism-education-principles-p/ <i>Foundations for Multilingualism in Education</i>] by [ | + | * Development of linguistic repertoires in more than two languages. [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] |
| + | |||
| + | ==multilingual learner== | ||
| + | * A term used to capture the broad range of students who are bi/multilingual or who are learning, and learning through, more than one 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] | ||
==multiple measures== | ==multiple measures== | ||
| − | * Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [ | + | * Different forms of formal and informal [[Caslon_Language_Education_Wikimedia_(F)#formative assessment|formative]] and [[Caslon_Language_Education_Wikimedia_(S)#summative assessment(s)|summative assessments]] used together to provide accurate measures of what a student knows and can do. [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] |
| + | |||
| + | ==multi-tiered systems of support (MTSS)== | ||
| + | * An umbrella term that encompasses [[Caslon_Language_Education_Wikimedia_(R)#response to intervention (RtI)|response to intervention (RTI)]] and other positive behavioral interventions and supports. [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] | ||
==multitrait scoring== | ==multitrait scoring== | ||
| − | * Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [ | + | * Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. [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] |
[[#Caslon Language Education Index|Top]] | [[#Caslon Language Education Index|Top]] | ||
Latest revision as of 15:34, 17 July 2019
Contents
- 1 Caslon Language Education Index
- 2 mainstream multilingual and bilingual models
- 3 maintenance bilingual education
- 4 maintenance bilingual program
- 5 majority language
- 6 maximal bilinguals
- 7 meaning-based literacy
- 8 meta-analysis
- 9 metacognition/metacognitive awareness/understanding
- 10 metalanguage
- 11 metalinguistic awareness
- 12 metanarratives
- 13 Meyer v. Nebraska
- 14 migrant
- 15 minimal pairs
- 16 minority or dominated languages
- 17 model
- 18 modeled writing
- 19 model performance indicators (MPIs)
- 20 monoglossic ideology
- 21 monoglossic perspective
- 22 monolingual/monocultural bias
- 23 moribund languages
- 24 morphology
- 25 multilingual ecology
- 26 multilingualism
- 27 multilingual learner
- 28 multiple measures
- 29 multi-tiered systems of support (MTSS)
- 30 multitrait scoring
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
mainstream multilingual and bilingual models
- Additive bilingual programs for majority language speakers. Foundations for Multilingualism in Education by Ester de Jong
maintenance bilingual education
- A model or type of developmental bilingual education for English language learners and, at times, English speakers who are proficient in the target language. These programs last at least five years. Their goals are bilingualism, biliteracy, academic achievement in two languages, and positive cultural identity development. These programs are also referred to as one-way developmental bilingual programs. Special Education Considerations for English Language Learners, second edition by [Else Hamayan, Barbara Marler, Cristina Sánchez-López, and Jack Damico
maintenance bilingual program
- Additive bilingual program for minority language speakers. Foundations for Multilingualism in Education by Ester de Jong
majority language
- The dominant societal language (e.g., English in the United States). This language is the higher status, more powerful language in society and often is used for official or public purposes (e.g., education, government, mainstream media). English Language Learners at School, second edition by Else Hamayan and Rebecca Field
- The language spoken by the majority of people in a described location (school, community, or state), or the official language of the location—even if fewer than half of the people in the area are fluent in that language. Compare to minority language. Young Dual Language Learners by Karen N. Nemeth
maximal bilinguals
- Bilinguals who have equally extensive control of their first and second languages.
meaning-based literacy
- Literacy instruction that is meaningful and functional for the emergent readers or writers. In meaning-based literacy, the text, writing activities, skills and tasks are taught in comprehensible, concrete, and engaging contexts that the learners can relate to personally (Fife, 2006). Implementing Effective Instruction for English Language Learners by Suzanne Wagner and Tamara King
meta-analysis
- Quantiative research methodology that allows researchers to find effect sizes across different studies. Foundations for Multilingualism in Education by Ester de Jong
metacognition/metacognitive awareness/understanding
- Consciousness of one’s own thought processes. The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang
metalanguage
- Thinking and talking about language and, in the case of biliteracy, understanding the relationships between and within languages. It is the language used to talk about language, and its mastery allows students to analyze how language can be leveraged to express meaning. The development of metalanguage includes the ability to identify, analyze, and manipulate language forms and to analyze sounds, symbols, grammar, vocabulary, and language structures between and within languages. It has been identified as one of three fundamental skills, along with the psycholinguistic abilities, necessary to decode and comprehend. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
- Awareness and understanding of how one uses languages. For bi/multilinguals, it involves the relationships between and within languages (also referred to as metalinguistic awareness). The Literacy Club: Effective Instruction and Intervention for Linguistically Diverse Learners by Kathryn Henn-Reinke and Xee Yang
- Language to talk about language. From 2.14 (Larsen-Freeman) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
metalinguistic awareness
- The understanding of how language works and how it changes and adapts in different circumstances. The teaching of metalinguistic awareness means helping students learn to “think about language” and understand the explicit parts of language that together create the language system. In bilingual learners of Spanish and English, it is the understanding of how the two languages are similar and different. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- The ability to think and talk about language and language systems. Foundations for Multilingualism in Education by Ester de Jong
- The ability to recognize the components and features of language in general and of the particular languages being developed by the student. This skill is more highly developed in bilingual people. Young Dual Language Learners by Karen N. Nemeth
metanarratives
- National discourses that define national identities (who belongs). Foundations for Multilingualism in Education by Ester de Jong
Meyer v. Nebraska
- 1954 Supreme Court case involving a parochial school teacher accused of teaching the Bible in German to an elementary-age student. The Court ruled that the state does not have a compelling interest to forbid the teaching of languages other than English in school. Foundations for Multilingualism in Education by Ester de Jong
migrant
- A student whose parent or guardian is a migratory agricultural worker, including workers in the dairy and fishing industries, and who, in the preceding 36 months, has accompanied a parent or guardian who is engaged in temporary or seasonal employment. Some broaden this definition to include students whose parents must move frequently to find any sort of work to support the family, thus frequently interrupting or stopping their education.Teaching Adolescent English Language Learners by Nancy Cloud, Judah Lakin, Erin Leininger, Laura Maxwell
minimal pairs
- Words that differ by single phoneme (e.g., sand/hand, bit/bet, rag/rat), typically used to help students distinguish specific sounds that change the meanings of words and help them improve their pronunciation. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
minority or dominated languages
- Language used by language groups who are politically and socially placed in a minority situation (status). Foundations for Multilingualism in Education by Ester de Jong
- Any language or variety of a language other than the majority language. These languages are lower status, less powerful languages in society and are generally used for more private or unofficial purposes (e.g., home or local community institutions). English Language Learners at School, second edition by Else Hamayan and Rebecca Field
- A language that is spoken by less than half of the people in a described location, or a language that is not the official language or most powerful language influence in a state or area. Compare to majority language. Young Dual Language Learners by Karen N. Nemeth
model
- Explicit and interactive instruction where student responsibility for learning is gradually released from teacher modeling and explanation, to guided practice, and then to independent practice. Biliteracy from the Start by Kathy Escamilla, Susan Hopewell, Sandra Butvilofsky, Wendy Sparrow, Lucinda Soltero-González, Olivia Ruiz-Figueroa, and Manuel Escamilla
modeled writing
- A teaching approach where the teacher demonstrates for students the process of writing a text and multiple uses of writing as a communicative and learning tool. In modeled writing, the teacher encodes the message and students watch as they participate orally in the composition of the written piece. The teacher writes the text produced, which is at a higher level than what the students would be able to compose independently. 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 constructs a text in enlarged print (e.g., on chart paper), demonstrating a variety of writing strategies and techniques students are expected to learn and use in their own writing. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
model performance indicators (MPIs)
- A component of the WIDA English language development standards designed to help teachers plan and differentiate instruction for students based on their level of English language proficiency. The indicators provide examples of observable language behaviors that English language learners at different levels of proficiency can be expected to demonstrate when completing various classroom tasks. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
monoglossic ideology
- A belief that languages are autonomous wholes, and thus bilingualism is just two separate languages. It is the opposite of heteroglossia, the Bakhtinian concept that recognizes different voices regardless of what society deems as appropriate language. The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer
monoglossic perspective
- Views monolingualism as the norm and treats the languages of bilinguals as two separate distinct systems, as if students are two monolinguals in one (double monolingualism). Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
monolingual/monocultural bias
- “The practice of catering to the dominant or mainstream culture [while] providing no special consideration at all to persons from nonmainstream cultures” (Haas, 1992, p. 161). This bias can also create a false image of deficiency for language minority students. From 1.3 (Wiley) in Common Core, Bilingual and English Language Learners edited by Guadalupe Valdés, Kate Menken, and Mariana Castro
moribund languages
- Languages that are no longer used by children. Foundations for Multilingualism in Education by Ester de Jong
morphology
- The study of the meaningful parts of words, such as prefixes and suffixes. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
- The study of the structure of words. The central unit of study is the morpheme, the smallest unit of meaning or grammatical function. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
multilingual ecology
- Refers to the ways in which the different language practices of a community are reflected in schools and classrooms. It can refer to visual features (e.g., bulletin boards, signage, posters, and student work in multiple languages) and audible features (e.g., talk, announcements, and songs). The Translanguaging Classroom by Ofelia García, Susana Ibarra Johnson, and Kate Seltzer
multilingualism
- Development of linguistic repertoires in more than two languages. Foundations for Multilingualism in Education by Ester de Jong
multilingual learner
- A term used to capture the broad range of students who are bi/multilingual or who are learning, and learning through, more than one language. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
multiple measures
- Different forms of formal and informal formative and summative assessments used together to provide accurate measures of what a student knows and can do. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
multi-tiered systems of support (MTSS)
- An umbrella term that encompasses response to intervention (RTI) and other positive behavioral interventions and supports. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
multitrait scoring
- Refers to scoring a piece of student writing by considering several traits, for example, clear opinion (main idea), adequate details to support the opinion, and a strong conclusion. Foundations for Teaching English Language Learners, third edition by Wayne E. Wright
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