1. English as a Second Language pg. 94
1.1. Language and Speaking pg. 157
1.1.1. Comprehensible Output pg. 55
1.1.1.1. Noticing hypothesis pg. 56
1.1.1.2. Processability Theory pg. 56
1.1.1.3. Input Processing model pg. 56
1.1.2. Silent period pg. 163
1.1.2.1. Productive talk moves pg. 165
1.1.2.1.1. Communicative competence pg. 38
1.1.2.1.2. Revoicing pg. 166
1.1.2.1.3. Repeating pg. 166
1.1.2.1.4. Reasoning pg. 167
1.1.2.1.5. Adding on pg. 167
1.1.2.1.6. Waiting pg. 167
1.1.3. Correcting student speech errors pg. 164
1.1.3.1. Affective filter pg. 54
1.1.3.1.1. Testing pg. 126
1.1.3.1.2. Assessment pg. 126
1.1.3.1.3. Evaluation pg. 127
1.1.3.1.4. Validity pg. 130
1.1.3.2. Corrective feedback pg. 164
1.1.3.2.1. Recasts pg. 165
1.1.3.2.2. Scaffolding pg.59
1.1.3.2.3. Prompts pg. 165
1.1.4. Vocabulary development pg. 167
1.1.4.1. Sheltered content area instruction
1.1.4.2. Basic words pg. 169
1.1.4.3. High utility words pg. 169
1.1.4.4. Content or domain specific words pg. 169
1.1.5. Teacher talk in the class pg. 164
1.1.6. Wait time pg. 163
1.2. Language-as-a-problem orientation pg. 3
1.2.1. Assimilationist discourse pg. 3
1.2.2. Subtractive bilingualism pg.23
1.2.3. Monoglossic perspective pg. 94
1.3. Language-as-a-resource orientation pg. 3
1.3.1. Pluralist discourse pg. 3
1.3.2. Additive bilingualism pg. 23
1.3.2.1. Home language instruction pg. 95
1.3.2.2. Sheltered instruction pg. 97
1.3.2.2.1. Sheltered Instruction Observation Tool pg. 97
1.3.3. One-way-immersion pg. 106
1.3.4. Heteroglossic perspective pg. 94
1.4. Emergent bilingual pg. 5
1.4.1. Dynamic bilingualism pg. 5
1.4.2. Simultaneous bilingualism pg. 5
1.4.3. Sequential bilingualism pg. 5
1.5. Translanguaging pg. 42
1.5.1. Bilingual strategies pg. 98
1.5.1.1. Bilingual Models pg. 102
1.5.1.1.1. Transitional bilingual education pg. 102
1.5.1.1.2. Developmental bilingual education pg. 104
1.5.1.1.3. Dual language education pg. 105
1.5.1.1.4. Bilingual immersion programs pg. 109
1.5.1.2. English-Medium Models pg. 112
1.5.1.2.1. Pull-out English as a Second Language pg. 113
1.5.1.2.2. In-class ESL Instruction pg. 114
1.5.1.2.3. Sheltered English Immersion pg. 115
1.5.2. Translanguaging pedagogy p. 99
1.6. Content-based instruction pg. 64
1.6.1. Submersion pg. 117
1.6.2. Sociocultural perspectives pg. 57
1.6.2.1. Communicative language teaching pg. 58
1.7. Language pg. 30
1.7.1. Phonology pg. 33
1.7.2. Morphology pg. 33
1.7.3. Syntax pg. 34
1.7.4. Semantics pg. 35
1.7.4.1. Synonyms pg. 35
1.7.4.2. Antonyms pg. 35
1.7.4.3. Homophones pg. 35
1.7.4.4. Homonyms pg. 35
1.7.4.5. Hyponyms pg. 35
1.7.4.6. Converseness pg. 35
1.7.4.7. Polysemy pg. 35
1.7.4.8. Part/whole relationship pg. 36
1.7.5. Pragmatics pg.36
1.7.6. Lexicon pg. 37
1.7.7. Spelling pg. 37
1.7.7.1. Phonics pg. 194
1.7.7.1.1. Reading pg. 207
1.7.8. Academic language proficiency pg. 42
1.8. Education Policies pg. 69
1.8.1. Elementary and Secondary Education Act pg. 74
1.8.2. Title VII Bilingual Education Act pg. 74
1.8.3. No Child Left Behind pg. 75
1.8.3.1. Every Student Succeeds Act pg. 77
1.8.3.1.1. Improving the Academic Achievement of the Economically Disadvantaged pg. 77
1.8.3.1.2. Language Instruction for English Learners and Immigrant Students pg. 80
1.8.4. Federal Education Policy pg. 76
1.8.4.1. Race to the Top pg. 76
1.8.4.2. Elementary and Secondary Education Act Flexibility pg. 76
1.8.5. Sate-led Initiatives and Consortia pg. 82
1.8.5.1. Common Core State Standards pg. 82
1.8.6. State Policies for ELLs pg. 85
1.8.6.1. English for Children Initiatives pg. 86
1.8.6.2. Proposition 58 pg. 86
1.8.6.3. LOOK Act pg. 86
1.8.7. Court Decisions and Legislation pg. 87
1.8.7.1. Brown v. Board of Education pg. 87
1.8.7.1.1. Meyer v. Nebraska pg. 87
1.8.7.1.2. Farrington v. Tokushige pg. 87
1.8.7.2. Lau v. Nichols pg. 87
1.8.7.2.1. Lau Remedies pg. 87
1.8.7.2.2. Equal Educational Opportunities Act of 1974 pg. 87