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An up-to-date edition of a bestseller, The Crosscultural, Language, and Academic Development Handbook, 5/e guides educators in promoting academic success for the culturally and linguistically diverse learners in today’s classrooms. Designed specifically for mainstream classroom teachers, the book shows clearly how second-language acquisition affects learning, and presents an excellent treatment of cultural diversity and learning styles. Included is coverage of new applications for mobile learning; the Common Core Standards; Response to Intervention; English learners with autism; educating undocumented immigrants; involving family and the community to increase academic success; adapting for English learners with special needs; and more.
Lynne Díaz-Rico is Professor of Education at California State University, San Bernardino where she coordinates the M. A. in Education, Teaching English to Speakers of Other Languages program. Her books, A Course For Teaching English Learners and Strategies for Teaching English Learners (now in its Third Edition) are widely used in programs of teacher education to prepare teachers for multiethnic and linguistically diverse classrooms, as well as serving as textbooks for TESOL master’s programs. Her research interests are in classrooms discourse, interlanguage-based educational linguistics, and innovative English-language-acquisition pedagogy.
Table of Contents
PART ONE Learning: Learning about the Learner, Language Structure, and Second-Language Acquisition
CHAPTER 1 Learning about the Language Learner
CHAPTER 2 Learning about Language Structure
CHAPTER 3 Learning about Second-Language Acquisition
PART TWO Instruction: Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education
CHAPTER 4 Oracy and Literacy for English-Language Development
CHAPTER 5 Content-Area Instruction
CHAPTER 6 Theories and Methods of Bilingual Education
PART THREE Assessment
CHAPTER 7 Language and Content-Area Assessment
PART FOUR Culture: Cultural Diversity in the United States, the Intercultural Educator, and Culturally Responsive Schooling
CHAPTER 8 Cultural Diversity
CHAPTER 9 Culturally Responsible Schooling
CHAPTER 10 The Role of the Family in Schools
PART FIVE Policy: Language Policy and Special Populations of English Learners
CHAPTER 11 The Role of Educators in Language Policy
CHAPTER 12 Culturally and Linguistically Diverse Learners and Special Education