Caslon Language Education Wikimedia (D)

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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

Data-driven decision making

  • The use of any form of evidence or information (i.e., data) for any type of decision making (e.g., on the classroom, program, school, program, district, community, state, Federal levels for summative and/or formative purposes). Our broad use of this term stands in contrast to a narrow notion of data-driven decision making using the results of standardized test results in English for all types of education decision making. English Language Learners at School by Else Hamayan and Rebecca Field

declamación de poesía (poetry recitation)

descriptive analysis

developmental bilingual education (DBE)

  • A type of bilingual education that targets English language learners and/or heritage language speakers and aims for high levels of proficiency in English and in the students’ home language and strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their home language. Developmental bilingual programs are also sometimes referred to as one-way developmental bilingual programs, maintenance bilingual programs, or late-exit bilingual programs. This guide considers one-way developmental bilingual programs to be a type of dual language education because they share the goals of additive bilingualism with other types of dual language programs. English Language Learners at School by Else Hamayan and Rebecca Field
  • A type of bilingual education that targets ELLs and aims for high levels of proficiency in English and in the students’ home language, along with strong academic development. Students generally participate in these programs for at least five to six years, receiving content-area instruction in English and in their home language. Developmental bilingual programs are also sometimes referred to as one-way developmental bilingual programs, maintenance bilingual programs, or late-exit bilingual programs. Young Dual Language Learners by Karen N. Nemeth
  • Form of bilingual education for ELLs, who initially receive about 90% of content-area instruction in their home language and 10% of content-area instruction through sheltered instruction. Home language instruction decreases slowly as sheltered English instruction increases as students move up in grade level. Instruction continues in both languages until the end of the program, even after students attain proficiency in English, to ensure that students attain strong bilingual and biliteracy skills. Also referred to as maintenance late-exit bilingual education. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

developmentally appropriate practice

  • A term used informally to refer to educational practices that are appropriate for the developmental, cognitive, and/or language proficiency levels of the student. In early childhood education, this term has a more formalized meaning that includes a child-centered approach to learning rather than a teacher-led approach, as described in publications by the National Association for the Education of Young Children. Young Dual Language Learners by Karen N. Nemeth

dialect

dialogue

dialogue journal

dictado/dictation

  • Instructional strategy in which the teacher dictates words, sentences, or paragraphs that are familiar to the students, and the students write what the teacher is saying. The dictado is holistic; it teaches and develops spelling, punctuation, and syntax and grammar (and other word-study skills) in a way that is meaningful and comprehensive. Teaching for Biliteracy by Karen Beeman and Cheryl Urow

differentiated instruction

Instruction that is tailored to the unique language and academic needs of each student. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

diglossia

discourse/Discourse

  • Patterns of language use (both oral and written) common to specific contexts in which a language is used. For example, the discourse pattern in a conversation among scientists differs from the discourse pattern in a negotiation for the purchase of a used car. Teaching for Biliteracy by Karen Beeman and Cheryl Urow
  • As defined and distinguished by Gee (2012), discourse (with a lowercase d) refers to language in use or connected stretches of language that make sense, such as conversations, stories, reports, arguments and essays. Discourse (with a capital D) is made up of distinctive ways of speaking/listening, and also often writing/reading, coupled with distinctive ways of acting, interacting, valuing, feeling, dressing, thinking, and believing with other people and with various objects, tools, and technologies to enact specific socially recognizable identities engaged in specific socially recognizable activities. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright

discrepancy model

disproportionality

dominant language

  • In some programs, contexts, or locations, a term that refers to the language in which the student has the greatest proficiency and fluency. In other contexts, educators may use the term to describe the majority language of an area. It is important to be clear about the meaning when this term is used. See also Primary language. Young Dual Language Learners by Karen N. Nemeth

doublets

dual discrepancy model

dual language

  • A model of bilingual education that aims for (1) bilingualism, (2) biliteracy, (3) strong academic development, and (4) positive cultural understanding and intercultural communicative competence. Students generally participate in dual language programs for at least five to six years. They receive content-area instruction in two languages; at least 50 percent and up to 90 percent of that content-area instruction is through the minority language (language other than English in the United States). Under the broad definition of dual language programs used in this guide, we find three types: one-way developmental bilingual education, two-way immersion, and second/foreign language immersion that differ in terms of their target populations. English Language Learners at School by Else Hamayan and Rebecca Field

dual language books

dual language education

  • A form of developmental bilingual education that serves English language learners from a common language background, alongside proficient English speakers, with the goals of full development in L1 and L2 oral language proficiency, literacy, and grade-level achievement for both groups of students while gaining cross-cultural competence. Assessment and Accountability in Language Education Programs by Margo Gottlieb and Diep Nguyen

dual language learner (DLL)

  • Any child from birth through age 8 who has a home language other than English, regardless of what type of program he or she may be in. Whether they have been learning in two languages from birth or began life with one language and came to a new community or school where they begin to learn a new language, children in the early years are still in the process of learning about language and continue to need support in both their home language and English. Young Dual Language Learners by Karen N. Nemeth

dual-language program

  • Schools or classrooms that are specifically established to provide education in two languages to support bilingualism and biliteracy. One-way dual language immersion provides instruction in the two languages for children who enter the program speaking only one of the languages being taught. Two-way dual language immersion programs enroll children who speak either one or both of the languages being taught so they can all learn their own and one another’s languages. The goal of this type of program is to achieve desired academic outcomes and encourage cross-cultural communicative competence. Young Dual Language Learners by Karen N. Nemeth
  • A variety of bilingual program models for ELL and English proficient students designed to help them become bilingual and biliterate. In a 50/50 model, half of the students are fluent English speakers and half are ELLs, and 50% of instruction is in English and 50% in the home language of the ELLs. In the 90/10 model, for the first few years, 90% of instruction is in the non-English language and 10% is in English. Instruction gradually reaches 50% in each language. Other variations exist. Also called two-way immersion. Foundations for Teaching English Language Learners, second edition by Wayne E. Wright
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