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Crosscultural Language and Academic Development Handbook, The: A Complete K-12 Reference Guide,9780205443253
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Crosscultural Language and Academic Development Handbook, The: A Complete K-12 Reference Guide

by ;
ISBN13:

9780205443253

ISBN10:
0205443257
Format:
Paperback
Pub. Date:
1/1/2006
Publisher(s):
Allyn & Bacon
List Price: $79.20
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Summary

The best-seller keeps getting better! The third EDITION of this popular handbook brings together theories, ideas, and resources for promoting crosscultural awareness, language development, and academic progress for English learners. It ties together culture and language in a comprehensive format and delves deeply into the educational challenges faced by classroom teachers. Written specifically for the general classroom teacher, this guide clearly shows the effects of cultural differences on learning and presents an excellent treatment of cultural diversity and learning styles. Features New to the Third EDITION bull; bull;Adapted Instruction: Teacher-friENDly tips in each chapter demonstrate how classroom teaching can serve the needs of English learners. bull;Example of Concept: Short classroom vignettes illustrate key concepts central to each chapter. bull;Chapter One features a questionnaire that includes data needed to adapt instruction for English learners. bull;Two-way immersion bilingual programs are explained and featured. bull;Intercultural communication is brought into the classroom with techniques for teachers to become intercultural educators. bull;Culturally compatible instruction is emphasized, with examples and in-DEPTH explanation. At a time when more than two million students with limited English proficiency fill our nationrs"s classrooms-a time when today's teachers desperately need practical, effective resources to help these students succeed in school-every teacher needs this book!

Table of Contents

Introduction xvii
Acknowledgments xx
About the Authors xxi
Part One Learning: Learning about the Learner, Language Structure, and Second-Language Acquisition
1(72)
Learning about the Language Learner
2(29)
English Learners: Demographic Trends
3(2)
Psychological Factors That Influence Instruction
5(14)
The Learner's Background
5(6)
Psychological Factors: Social-Emotional
11(4)
Psychological Factors: Cognitive
15(4)
Sociocultural Factors That Influence Instruction
19(10)
Family Acculturation and Use of the First and Second Languages
20(2)
Family Values and School Values
22(2)
Institutional Support for the Primary Language and Those Who Speak It
24(4)
Sociocultural Support for L1 in the Classroom Environment
28(1)
Learning More
29(2)
Further Reading
29(1)
Web Search
29(1)
Exploration
29(1)
Experiment
30(1)
Learning about Language Structure
31(19)
Language Universals
32(2)
Language Is Dynamic
32(1)
Language Is Complex
33(1)
All Languages Have Structure
34(1)
Phonology: The Sound Patterns of Language
34(3)
Phonemes
34(2)
Pitch
36(1)
Stress
36(1)
Morphology: The Words of Language
37(2)
Morphemes
37(1)
Word-Formation Processes
38(1)
Syntax: The Sentence Patterns of Language
39(2)
Semantics: The Meanings of Language
41(1)
Pragmatics: The Influence of Context
42(3)
Language Functions
42(1)
Appropriate Language
43(1)
Conversational Rules
44(1)
Nonverbal Communication
45(3)
Body Language
45(1)
Gestures
45(1)
Facial Expressions
46(1)
Eye Contact
46(1)
Communicative Distance
47(1)
Conceptions of Time
47(1)
Learning More
48(2)
Further Reading
48(1)
Web Search
49(1)
Exploration
49(1)
Experiment
49(1)
Learning about Second-Language Acquisition
50(23)
Historical Theories of Language Teaching and Learning
51(4)
Grammar-Translation Methodology
51(1)
Structural Linguistics
52(1)
Behaviorism
53(2)
Current Theories of Language Development
55(16)
Transformational Grammar
56(1)
Krashen's Monitor Model
56(3)
Cummins's Theories of Bilingualism and Cognition
59(3)
Communicative Competence
62(3)
The Social Context for Language Learning
65(1)
Discourse Theory
65(1)
Meaning-Centered v. ``Bottom-Up'' Approaches to Language Acquisition
66(1)
Semiotics
67(1)
Contributions of Research about the Brain
68(3)
Learning More
71(2)
Further Reading
71(1)
Web Search
71(1)
Exploration
71(1)
Experiment
71(2)
Part Two Instruction: Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education
73(100)
Oracy and Literacy for English-Language Development
74(28)
English-Language Development Standards
75(1)
Integrating Language Skills
76(2)
Listening
78(3)
Listening to Repeat: The Audiolingual Legacy
78(1)
Listening to Understand: The Task Approach
79(1)
Listening for Communication: The Comprehension Approach
80(1)
Speaking
81(3)
Situations for Spoken Discourse
82(1)
Improving Oral Proficiency
82(2)
Reading
84(10)
Transferring Literacy from First to Second Languages
85(1)
Students without Literacy in First or Second Languages
86(2)
Phonics in Literacy Instruction for English Learners
88(2)
Strategies for English Learners' Literacy Instruction
90(4)
Writing
94(3)
The Writing Process
94(1)
Written Conventions
95(2)
Error Correction and Grammar in Oracy and Literacy Instruction
97(1)
Treatment of Errors
97(1)
Treatment of Grammar
98(1)
Oracy, Literacy, and Technology
98(3)
Computer-Assisted Language Learning
99(2)
Learning More
101(1)
Further Reading
101(1)
Web Search
101(1)
Exploration
101(1)
Experiment
101(1)
Content-Area Instruction
102(36)
Principles of Specially Designed Academic Instruction in English (SDAIE)
103(1)
A Model for SDAIE
104(15)
Teacher Attitude
105(2)
Content
107(4)
Connections
111(2)
Comprehensibility
113(4)
Interaction
117(2)
Content-Area Application
119(17)
Cognitive Academic Language Learning Approach (CALLA)
120(1)
Social Studies
120(4)
Literature
124(3)
Mathematics
127(3)
Science
130(3)
The Visual and Performing Arts
133(1)
Physical Education
134(2)
Instructional Needs beyond the Classroom
136(1)
Learning More
137(1)
Further Reading
137(1)
Web Search
137(1)
Exploration
137(1)
Experiment
137(1)
Theories and Methods of Bilingual Education
138(35)
Foundations of Bilingual Education
141(17)
Historical Development of Bilingual Education
141(3)
Legal Evolution
144(4)
Educational Issues Involving Bilingual Education
148(8)
Parent and Community Participation
156(2)
Organizational Models: What Works for Whom?
158(8)
Submersion
159(1)
The Teaching of English as a Second Language
159(1)
Transitional or Early-Exit Bilingual Education
160(2)
Maintenance or Developmental Bilingual Education
162(1)
Immersion Bilingual Education
163(1)
Newcomer Centers
164(2)
Research Studies on Program Effectiveness
166(1)
Instructional Strategies
166(5)
Language Management
167(1)
Primary-Language Use
168(1)
Code Switching
169(1)
Classroom Organization
170(1)
Learning More
171(2)
Further Reading
171(1)
Web Search
171(1)
Exploration
172(1)
Experiment
172(1)
Part Three Assessment
173(32)
Language and Content-Area Assessment
174(31)
Educational Standards and Standardized Assessment
175(3)
Advantages of Standards-Based Instruction for English Learners
176(1)
Achievement Testing and No Child Left Behind
176(1)
Disadvantages of Standards-Based Instruction for English Learners
177(1)
Linking Assessment to Progress for English Learners
178(3)
The English-Language Development (ELD) Framework
178(2)
Linking Placement Tests to Language Development
180(1)
Linking Standards-Based Classroom Instruction to Assessment
180(1)
Purposes of Assessment
181(5)
Formative versus Summative Assessment
181(2)
Proficiency Tests
183(1)
Diagnostic and Placement Tests
184(1)
Achievement Tests
184(1)
Competency Tests
185(1)
Methods of Assessment
186(8)
Tying Assessment to the Integrated Curriculum
186(1)
Authentic Assessment
186(1)
Performance-Based Assessment
187(3)
Standardized Tests
190(1)
Teacher Observation and Evaluation
191(2)
Cautions about Testing
193(1)
Best Practices in Testing
194(1)
Identification, Assessment, and Placement of English Learners in the Schools
194(8)
Identification Procedures for English Learners
194(1)
Assessment for Placement
195(2)
Redesignation/Exit Procedures
197(1)
Limitations of Assessment
198(1)
Difficulties in the Testing Situation
198(1)
Problematic Test Content
199(2)
Interpretation of Test Results
201(1)
Technical Concepts
202(1)
Validity
202(1)
Reliability
202(1)
Practicality
202(1)
Learning More
203(2)
Further Reading
203(1)
Web Search
203(1)
Exploration
203(1)
Experiment
203(2)
Part Four Culture: Cultural Diversity in the United States, the Intercultural Educator, and Culturally Responsive Schooling
205(90)
Cultural Diversity
206(24)
Historical Perspectives
207(10)
Contributions
208(7)
Exploitation
215(2)
The Impact of a Changing Population
217(4)
Poverty among Minority Groups
217(3)
The Education of Minorities
220(1)
Second-Language-Speaking Minority Populations
221(1)
Immigration and Migration
221(7)
Causes of Immigration
222(2)
Migration
224(2)
Immigration Laws and Policies
226(2)
Learning More
228(2)
Further Reading
228(1)
Web Search
228(1)
Exploration
229(1)
Experiment
229(1)
The Intercultural Educator
230(31)
Understanding Cultural Diversity
231(9)
The Nature of Culture
232(2)
Key Concepts about Culture
234(6)
Investigating Ourselves as Cultural Beings
240(1)
Learning about Students' Cultures
241(8)
Ethnographic Techniques
242(2)
How Cultural Adaptation Affects Learning
244(5)
Achieving Equity in Schooling
249(10)
Detecting Unfair Privilege
250(1)
Fighting for Fairness and Equal Opportunity
250(1)
Combating Prejudice in Ourselves and Others
251(5)
Reducing Interethnic Conflict
256(3)
Learning More
259(2)
Further Reading
259(1)
Web Search
260(1)
Exploration
260(1)
Experiment
260(1)
Culturally Responsive Schooling
261(34)
Respecting Students' Diversity
262(16)
Acknowledging Students' Differences
262(12)
Educating Students about Diversity
274(4)
Promoting Mutual Respect among Students
278(1)
Adapting to Students' Culturally Supported Facilitating or Limiting Attitudes and Abilities
278(11)
Cooperation versus Competition
279(1)
The Use of Language
279(5)
Teaching Styles (Cultural Orientation)
284(1)
Teacher-Student Interactions
285(1)
Classroom Organization
286(1)
Curriculum
287(2)
Sustaining High Expectations for All Students
289(2)
Assessing Students' Ability and Achievement Validly
289(1)
Challenging Students to Strive for Excellence as Defined by Their Potential
289(1)
Motivating Students to Become Active Participants in Their Learning
290(1)
Encouraging Students to Think Critically
291(1)
Helping Students Become Socially and Politically Conscious
291(1)
Marshaling Family and Community Support for Schooling
291(3)
Learning More
294(1)
Further Reading
294(1)
Web Search
294(1)
Exploration
294(1)
Experiment
294(1)
Part Five Policy: Language Planning and Policy and Special Populations of English Learners
295(50)
The Role of Educators in Language Planning and Policy
296(21)
A Critical Approach to Language Planning and Policy
298(5)
Tollefson: Power and Inequality in Language Education
298(1)
Foucault: The Power of Discursive Practices
299(1)
Fairclough: Critical Language Analysis
299(3)
Bourdieu: Language as Social Capital
302(1)
Cummins: Language Policies as Emancipatory
302(1)
Planning and Policy: The Classroom
303(2)
Educational Equity in Everyday Practices
304(1)
The Social Environment
304(1)
The Policies Embodied in Teachers' Plans
305(1)
Policy at the School Level
305(3)
Collaboration with Colleagues
306(1)
School-Site Leadership
306(1)
The Academic Ambiance of the School
307(1)
Involving Parents
307(1)
Policy in Local School Districts
308(1)
Professional Growth and Service
308(1)
The School Board
309(1)
Community Support for English Learners
309(1)
The Public Forum
309(1)
Community Organizations
310(1)
State Commissions and Professional Organizations
310(1)
The Voice of the Expert
310(1)
Professional Leadership Roles
310(1)
Legislation and Public Opinion
311(1)
Influencing Federal Policies
311(4)
The English-as-an-Official-Language Controversy
312(1)
Federal Funds for Innovation
312(1)
Federal Legislation
312(2)
The National Spirit
314(1)
Learning More
315(2)
Further Reading
315(1)
Web Search
315(1)
Exploration
315(1)
Experiment
316(1)
Culturally and Linguistically Diverse Learners and Special Education
317(28)
Scenarios and Issues
319(3)
Who Are CLD Learners with Special Needs?
319(2)
Issues Underlying the Scenarios
321(1)
Principles for the Education of CLD-Special Education Students
322(1)
The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education
322(2)
Overrepresentation in Disability Programs
322(2)
Underrepresentation in Gifted Programs
324(1)
Identification, Referral, and Early Intervention
324(7)
The Referral Process: The Roles of the Classroom Teacher and the ELD Specialist
325(1)
Academic and Learning Problems That CLD Learners May Experience
326(2)
Similarities between Ethnic Language Variations and Learning Disability Symptoms
328(1)
Early Intervention
328(2)
Roles of Classroom Teachers and ESL Teachers during the Process of Determining Eligibility for Additional Services
330(1)
Testing for Special Education
331(2)
The Descriptive Assessment Process
331(1)
Family Support for Evaluation
331(2)
Collaboration among ESL-ELD Resource Teachers and Special Educators
333(2)
Definition and Principles of Collaboration
333(1)
Collaboration among Professionals during the Testing Phase
333(1)
Working with an Interpreter
333(1)
Relationship of Continued ELD with Other Services
334(1)
Teaching Strategies for the CLD Special Learner
335(3)
Adapting Listening Tasks
336(1)
Adapting Reading Tasks
336(1)
Adapting Writing Tasks
336(2)
Assessing Student Performance in the Mainstream Classroom
338(2)
Methods of Assessing the Success of Included Students
339(1)
Assessing Students' Work
339(1)
Using the Results of Assessment
339(1)
Universal Design for Special Populations of English Learners
340(1)
Universal Instructional Design
340(1)
Teaching Blind English Learners
341(1)
Teaching English Learners with Hearing Impairments
342(1)
Learning More
343(2)
Further Reading
343(1)
Web Search
344(1)
Exploration
344(1)
Experiment
344(1)
Bibliography 345(24)
Author Index 369(5)
Subject Index 374


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