Overview

To sustain meaningful conversations about language education with students, colleagues, and other stakeholders within the widely ranging contexts of TESOL and bilingual education, it is important that practitioners and experts are conversant with key terms and concepts. Terminology related to TESOL and bilingual education is dynamic, nuanced, and evolving. This is particularly the case as teaching and research in relation to multilingual learners continue to expand. It is essential for educators of all kinds to be equipped with the necessary terminology and background knowledge. The Language of TESOL and Bilingual Education: An Expanded Glossary of Key Terms and Concepts provides clear definitions and context for critical terms and concepts related to English language teaching and bilingual education while also highlighting their practical applications and implications for teacher education. These connections facilitate a transition from a mere recognition and use of terminology to a more profound critical reflection on how these terms relate to one’s own beliefs and instructional practices. This volume is the perfect companion for any educator, university student, or scholar wishing to exercise their fine-tuned understanding and expression of multilingual learner education using important terms and considerations for practice.

Full Product Details

Author:   Alissa Blair ,  Anneliese Cannon ,  Janet Penner-Williams ,  Roseli Marqueti Matos Franco
Publisher:   Brill
Imprint:   Brill
Volume:   4
Weight:   0.323kg
ISBN:  

9789004692077

ISBN 10:   900469207
Pages:   104
Publication Date:   31 January 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Foreword  Socorro G. Herrera Preface Academic Language Affective Filter Hypothesis Allophones Assets-Based Pedagogies Assimilation and Acculturation Audio-Lingual Method (ALM) Bilingual Education Act Bilingualism (models of) Bilinguals (types of) Castañeda v. Pickard (1981) Code Switching Cognates Common European Framework of Reference (CEFR) for Language Common Underlying Proficiency (CPU) Communicative Competence Communicative Language Teaching (CLT) Community Language Learning (CLL) Content and Language Integrated Learning (CLIL) Critical Period Hypothesis (CPH) Critical Perspectives and Pedagogies Discourse Disproportionality English as a Second Language (ESL) English as Lingua Franca (ELF) English for Specific Purposes (ESP) English Language Proficiency (ELP) English Language Proficiency Standards English Learner (ELs) Error Correction Figurative Language Fossilization Genre Grammar Translation Method (GTM) Heritage Language Learners Homonyms Individual Learner Differences Input Hypothesis Intensive English Programs (IEPs) Interlanguage L1 Language Domains Language Functions Language Loss Language Planning Language Policy Language Revitalization Language Transfer Lau v. Nichols (1974) Linguistics Long-Term English Learner (L-TEL) Metalinguistic Awareness Migrant Education Monitor Hypothesis Morphology Native American Languages Act Native Speaker (NS) and Nonnative Speaker (NNS) Natural Approach (NA) Natural Order Hypothesis Newcomer Program Noticing Hypothesis Notional Functional Method Orthography Phonological Awareness and Phonemic Awareness Phonology Plyler v. Doe (1982) Pragmatics Program Models Scaffolding Seal of Biliteracy Second Language Acquisition Hypothesis Semantics Sheltered Instruction Silent Period Silent Way Sociocultural Theory Stages of Second Language Acquisition Students with Limited or Interrupted Formal Education (SLIFE) Suggestopedia Syntax Systemic Functional Linguistics (SFL) Task-Based Language Teaching Total Physical Response (TPR) Translanguaging Universal Grammar (UG) U.S. School Procedures for Identification and Services for English Learners Vocabulary Teaching and Learning World Englishes Appendix A: TESOL and Bilingual Education Organizations

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Author Information

Alissa Blair, PhD (2014), University of Wisconsin-Madison, is Assistant Professor of TESOL at University of Arkansas. She is a teacher educator and researcher with scholarly and practitioner publications and teaching experience in K12—university settings in the U.S.A. and Chile. Anneliese Cannon, PhD (2014), University of Wisconsin-Madison, is currently a secondary teacher. She has more than two decades of experience in K-12 and post-secondary education, teaching in linguistically diverse contexts in the U.S.A., Japan, Mexico, and Germany, and conducting educational research. Janet Penner-Williams, EdD (1999), University of Houston, is Associate Professor of TESOL at University of Arkansas. Her research focuses on professional development for teachers of English Learners. She serves as principal investigator for two Office of English Language Acquisition, U.S. Department of Education grants. Roseli M. Matos Franco, PhD (2023), University of Arkansas, taught EFL in Brazil for 10 years and has been teaching ESL to adults in the U.S.A. for more than 20 years. She has also held leadership positions and worked as a teacher trainer.

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