| Pathways to Teaching Series: Practical Strategies for Teaching English Language Learners by |
List Price: $30.00 |
|
This book is for student teachers, experienced teachers new to English Language Learners, beginning alternative route teachers, and “career changers” who find themselves grappling with how best to teach English Language Learners on-grade level subject content in the regular classroom setting.
“Who is this English Language Learner? How do I communicate with him/her? How do I prepare him/her for state standardized test? How do I teach him/her advanced reading skills when his/her vocabulary is so limited?” These are common concerns voiced by teachers (K-12th grade) as they express their inadequacies about teaching English Language Learners in the regular classroom.
This text is designed to help answer these questions for all K-12th grade teachers by providing the necessary information and research-proven teaching strategies that are best for all learners including the English Language Learner. The book addresses the specific role that regular classroom teachers now play in ensuring that English Language Learners are acquiring English through the content subject areas. No child Left Behind (2001) raises the accountability level for all our students including English Language Learners. English Language Learners are no longer the sole responsibility of an ESL teacher, as all teachers must now teach English Language Learners English regular subject content.
UNIQUE FEATURES OF TEXT Classroom Scenarios present readers with authentic voices from the classroom and actual classroom descriptions from practicing teachers representing a variety of cultural groups. The scenarios connect with the content of the chapter and exemplify unique challenges faced by real teachers and students. Many scenarios portray actual teacher teaching and implementing teaching strategies.
Guiding discussion Questions follow each classroom scenario are designed to stimulate talk and discussion among participants in a teacher preparation program or staff development workshop. The questions encourage teachers to become analytical and reflective and to understand what goes on in a classroom.
Author Insight, offered throughout the book, are suggestions from the author’s own teaching experiences and from other teachers in the field. These tips speak directly to the teacher and offer practical suggestions about things to look for, ask, or do. These tips guide the beginning teacher and provide knowledge and actively involve the teacher in actively seeking and gaining professional knowledge and experiences.
What Research Tells Us: This section provides a comprehensive, all inclusive, but concise synopsis of current research in the field providing teachers with the theoretical rationale for the teaching strategies in the classroom application section that follows. The research is presented in understandable language and is divided into clearly identifiable segments. This research is also contextualized within the parameters of No Child Left Behind (2001) and provides the pre-service or in-service teacher with very valuable content and understanding for state certification tests.
Classroom Application Strategies: This section provides teachers with practical research-based teaching strategies that can be applied to a K-12th grade classroom setting. Each strategy or combination of strategies is clearly explained for use in the classroom. While many of these strategies are specific to Teaching English Language Learners in the subject content areas, all strategies provided are extremely effective for all K-12 grade learners.
BRIEF CONTENTS CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER
DETAILED CONTENTS PREFACE CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of Scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US Immigration in the Past-Assimilationist Immigration Trends Today-Cultural Pluralism Reality of Classrooms Today CLASSROOM APPPLICTION STRATEGIES Steps for Identification of English Language Learner Placement Possibilities for English Language Learner TESOL Compliance Commonly Used Terminology Identifying Language Levels of Students NO Child Left Behind and the Classroom Teacher CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE
INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US A Brief Overview of First Language Development from Birth to Eight Years The Connection between First Language and Second Language Literacy Development Language Differences An Overview of Second Language Development Theory Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiency Skills (CALPS) Transitioning from BICS to CALPS Cognitive Benefits of Knowing a Second Language CLASSROOM APPPLICTION STRATEGIES Teacher Support Strategies during Language Development from BICS to CALPS Literacy Gaps Comprehensible Input Communication not Perfection No Teacher Left Behind Understanding Linguistic Terms CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US What Teachers and School Need to Understand about English Language Learners Emotional/psychological needs. Cultural needs. Cognitive needs. Learning style needs: field dependent and field independent learners. Linguistic needs. What English Language Learners Want Teachers to Know About Themselves: The Students Voice CLASSROOM APPPLICTION STRATEGIES Caring for the Emotional Needs of English Language Learner Teacher Support Strategies for the Ell Student Caring for the Cultural Needs of ELL Greeting conventions and introductions. Physical gestures. Tending to Cognitive and Learning Style Needs of the English Language Learner Learning style preference. Getting to Know the English Language Learner during the Silent Period Important Teacher Tips for the First Day and the First Week of School Surviving the silent phase. How English Language Learners want Teachers to Teach: What Students tell us
CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US Plan for Teaching English to English Language Learners within Subject Content Areas Plan to use research-based strategies. Specially Designed Academic Instruction in English (SDAIE). SIOP Model. Plan lessons that are student centered. What to Teach How to Teach CLASSROOM APPPLICTION STRATEGIES Pre-planning Where to find inexpensive ideas and materials. Connecting to Multiple Modalities and Learning Styles of Students Writing Lesson plans Making Content comprehensible for English Language Learners Planning for Active Learning Evaluating the Planning Process Teacher Self-Management CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US Interactive Teaching Matching Teaching Style to Learning Style of Students CLASSROOM APPPLICTION STRATEGIES Cooperative Learning Benefits of Cooperative Learning for the English Language Learner Organizing groups. Teaching components of cooperative learning. brainstorming. think-pair-share. numbered heads. round robin. jigsaw. numbered wheel. response board. Cooperative Learning and Assessment for English Language Learner Hands-on-teaching Strategies Learning Centers Configuration of Classroom for Learning Centers Tips for Elementary Teachers Tips for Middle School and High School Teachers CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US What is Academic Content? Why Teach English Through Content? How to Teach Academic Content to English Language Learners? CLASSROOM APPPLICTION STRATEGIES Developing Academic Language; Formal and Informal Speech Registers Implementing Sheltered Instruction/ Specially Designed Academic Instruction in English (SDAIE) Sheltered Instructional Teaching Strategies Modifying tests. Lightening the linguistic load. Total Physical Response. Teacher Scaffolding Techniques. Using Themes to Organize Instruction. Student Self-Study and Cognitive Academic Language Learning Approach (CALLA). Teaching Metacognitive Strategies Teaching Cognitive Strategies SQRP2RS. GIST (Generating Interaction between Schemata & Text). Rehearsal strategies. Graphic Organizers. Semantic Feature Analysis. Rehearsing. KWL. See-through Study Sheets. Paragraph Study Sheet. List & Leave. Social Affective Strategies Differentiated Instruction Visual learners. Auditory learners. Kinesthetic learners. CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US It is now Federal Law Researchers Prove how English is best taught Teaching English Language Learners is now the Responsibility of all Teachers and not just ESL Teachers What are Content Areas? National Standards State Standards Caution about Content for English Language Learners: Academic Gaps CLASSROOM APPPLICTION STRATEGIES General Reading Strategies to use with English Language Learners Literacy Development in Primary School; Emergent and Beginning Readers Literacy Development in Secondary School: Intermediate, Fluent, and Advanced Readers Teaching Survey, Question, Read, Recite, and Review (SQ3R). Teaching Comprehension Skills. Teaching Strategies to Develop Reading and Fluency. Generating Interaction between Schemata and Text (GIST). Strategies for Vocabulary Development. Textbook Strategies. Developing Writing Strategies for English Language Learners Spelling Development Teaching Academic Content at varying oral Language Proficiency Levels General Tips When students have difficulty reading text books. When students have difficulty reading worksheets & tests. When students have difficulty writing. When students have difficulty spelling. Teaching Social Studies to English Language Learners Teacher Support Strategies for Teaching Social Studies Reading large amounts of text. Providing examples. Culturally validating. Staying current and up-to-date. Teaching Math to English Language Learners Teaching Math Vocabulary to English Language Learners Additional Support Strategies for the Teaching of Mathematics Teaching Science to English Language Learners CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS ADDITIONAL RESOURCES REFERENCES
CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US What is Assessment? Purpose of Assessment High Stakes Testing & Accountability Case against Standardized Testing Case for Standardized Testing Identification and Placement of English Language Learner Preparing English Language Learners for State Standardized Tests CLASSROOM APPPLICTION STRATEGIES Multidimensional Assessment Options for use in K-12 Classroom Norm-Referenced assessments-Externally Produced Tests Criterion-Referenced Assessments-Externally Produced Tests Assessing Student Knowledge Prior to Testing Other Assessment option-Teacher Produced Tests Text and curriculum embedded questions & tests. Oral tests. Performance assessment. Portfolios. Rubrics. -creating a rubric. Paper and Pencil Tests. True-false matching items. multiple choice. completion items. essay. short answer test. Tips for writing Tests for improved readability and comprehension Assessment options for English Language Learners Choice in Assessment Involving Parents Overcoming Test Anxiety Teaching to the Test Grading and the English Language Learner Preparing for High Stakes Testing Supporting and motivating student for testing. Test taking modifications. Teaching students test taking strategies. Administering modified tests. Summary of Best Assessment Strategies for English Language Learners CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS
INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US Motivation and Learning Self-fulfilling Prophecy Classroom Management CLASSROOM APPPLICTION STRATEGIES Overview of discipline management Models and Practical Classroom Application Behavior Modification (B. F. Skinner, 1971). Assertive Discipline (Lee Canter, 1993). Reality Therapy/Choice Theory (Glasser, 2001). Positive Discipline (Fred Jones, 1982). Congruent Communication (Ginott, 1972). Positive Discipline (Nelsen, Lott, & Glenn, 2000). Sage Advice for Teachers and Parents Which Model to Choose? Creating a Classroom Management Plan Choosing a Discipline Plan: Importance of Knowing your Student Author’s Insight: Defining Limits in the Classroom and other General Tips and Guidelines Steps in Negotiating a Behavioral Contract with Students
CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS ADDITIONAL RESOURCES REFERENCES
CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author’s Insight WHAT RESEARCH TELLS US The importance of Family for language and literacy development The Cultural and Diverse Learning Needs of Students Attitude of Teacher towards the Home Environment of Student Hone Visits Cultural Mismatch between Home and School Accommodating Parenting Styles Practices that Promote Home-School Connections CLASSROOM APPPLICTION STRATEGIES Strategies to Enhance Communication within School The Role of the Principal Placement of programs within schools. Qualified staff. Strategies to Enhance communication in the Classroom Understanding Parent Perspectives Planning Parent Night/Open House Communicating with Home Strategies for enhancing community Relations Continuing Parent Education Developing a School and Parent Partnership Tips for Conducting Parent-teacher Conferences Conducting a Language Proficiency Assessment Committee (LPAC) Meeting Final tips for Positive Teacher-Parent Communications CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES
|
|
|
Review Search Engine Copyright 2008, All Rights Reserved, Southeastern Art Research, LLC |