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Lynne T. Díaz-Rico is a Professor of Education at California State University, San Bernardino. She has worked with public and private teacher education institutions and agencies around the world to prepare teachers for classrooms with diverse students and English-language pedagogy. Her books Crosscultural, Language, and Academic Development Handbook and Strategies for Teaching English Learners are widely used to educate English-language development teachers. Her research interests are in pedagogies for multilingual classrooms; creative, innovative English teaching strategies; critical discourse analysis, and visual literacy.
Preface
Part One: Teaching English to English Learners
Introduction: Teaching English Learners
English Learners in U.S. Schools
English Learners around the World
The Professional Preparation of Teachers to Educate English Learners
Chapter One: Language Structure and Use
Ah, Language!
Language Universals
Phonology: The Sound Patterns of Language
Morphology: The Words of Language
Syntax: The Sentence Patterns of Language
Semantics: The Meanings of Language
Language Functions
Discourse
Pragmatics: The Influence of Context
Dialects and Language Variation
Chapter Two: First- and Second-Language Development and Their Relationship to Academic Achievement
Processes and Stages of Language Acquisition
Theories and Models of Second-Language Acquisition
Factors That Influence Second-Language Acquisition
Part Two: Assessment and Instruction
Chapter Three: Assessment of English Learners
Principles of Standards-Based Assessment and Instruction
Role, Purposes, and Types of Assessment
Language and Content Area Assessment
Special Issues in Assessment
Chapter Four: Programs for English Learners
The History of Multilingual Competency in the United States
Federal and State Requirements for ELD Services
The Politics of Bilingual Education
Empowerment Issues Related to English Learners
Equity and Policy Issues Related to English Learners
Components of ELD Programs
English Language Development and Academic Instruction
Parental Rights and Communicating with Families
Chapter Five: English Language Development, Lesson Planning, and Specially Designed Content Instruction in English
Differentiated Instructional Delivery in the Content Domains
Instructional Needs Beyond the Classroom
Instructional Planning and Organization for ELD and SDAIE
Teaching with SDAIE Strategies
Effective Resource Use in ELD and SDAIE
Teacher Commitment
Chapter Six: English Language Development
The Focus on Communicative Interaction
The Role of Grammar
Content-Based English Language Development
Basic Interpersonal Communication Skills
Chapter Seven: English Language Literacy Development
Part Three: Culture and Inclusion
Chapter Eight: Culture and Cultural Diversity and Their Relationship to Academic Achievement
Cultural Concepts and Perspectives
Cultural Contact
Cultural Diversity in the United States and California
Intercultural Communication
Investigating Ourselves as Cultural Beings
Chapter Nine: Culturally Inclusive Instruction
The Role of Culture in the Classroom and School
Educating Students about Diversity
Learning about Students' Cultures
Cultrually Inclusive Learning Environments
Family and Community Involvement
Bibliography
Name Index
Subject Index
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