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Gantt Diagram
represents the different steps involved in large-scale materials development and implementation projects with a two-axis figure. Time divisions are labeled across the horizontal axis and task divisions along the vertical axis
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BICS vs. CALP
- BICS: basic interpersonal communicative skills (1~3 yrs.)
- oral communication skills (less contextualized)
- CALP: Cognitive academic language proficiency (5~7 years)
- academic language
- both oral and written
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English for Specific Purposes (ESP)
Instruction for students with specific language learning goals directly related to their current or future academic, professional, or vocational lives and contexts
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Common European Framework
- a project from the Council of Europe meant to be used for learning, teaching, and assessment of languages in Europe
- Fulcher sees it as flawed because it seems to serve a political agenda, instead of an educational agenda.
- instead of focusing what should be taught (methodology), it tends to focus on what the language learner has to know (content specifications)
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Bilingual Education
- approach in which two languages are used as media of classroom instruction for the same group of students so that students receive some of their instruction n one language, and some in the other
- the portion of each language varies according to the program type, instructional goals, or contextual influences
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Multi-item scale
- a series of related questions where the answers to each of the questions are combined in some way to construct an estimate of some underlying or abstract variable
- typically applied when seeking to measure things that can't be directly asked due to being either particularly technical (thus not explainable to a survey respondent), or, because they are ill-defined and a shotgun approach is required
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two-way immersion
- educational program that uses two languages as media of instruction from K-elementary levels of education (rarely though secondary ed)
- uses the two languages in roughly similar proportions in classroom instruction
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Developmental/late-exit/maintanence bilingual education
- goal is to develop literacy skills in both the native language and the L2; develop biliteracy
- "maintenance": maintain the native language throughout the program
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transitional/early-exit bilingual education
- the goal is to facilitate the speedy acquisition of the dominant language so that students can move into mainstream classrooms within three years of program entry
- serve young students who are recent immigrants to a new country (more likely to be language-minority students)
- there's oral use of the children's native language in the classroom
- the class may or may not teach literacy skills in the children's native language
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immersion
- traditionally used to serve linguistically majority students e.g. native English speakers wanting to learn a 2nd language
- two-way immersion: used in the US where many programs follow a 90/10 model for the first six years of elementary instruction e.g. K= 90% Spanish and 10% English, 1st grade= 80% Spanish and 20% English
- develop literacy skills in both languages
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submersion
- Non-native speakers are thrown into all-English classes without any native language or
- ESL support. (Now illegal in California, Florida).
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Lau vs. Nichols
- This case paved the way for bilingual education.
- Chinese students in 1974 in San Francisco sued the state for not providing equal educational opportunities.
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I-BEST
- Integrated Basic Education and Skills Training VESL program
- An ESL and vocational/technical instructor work together in the classroom to
- simultaneously teach English and basic technical skills need for a job.
- students receive literacy education and
- workforce skills.
- Adjunct or sometimes team-teaching.
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