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Mastering ESL and Bilingual Methods Differentiated Instruction for Cultural and Linguistically Diverse (CLD) Students (with MyEducationKit),9780137073900
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Mastering ESL and Bilingual Methods Differentiated Instruction for Cultural and Linguistically Diverse (CLD) Students (with MyEducationKit)

by ;
Edition:
2nd
ISBN13:

9780137073900

ISBN10:
0137073909
Format:
Package
Pub. Date:
11/7/2010
Publisher(s):
Pearson
List Price: $96.00
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Summary

Sure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: "In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?," students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text.

Author Biography

Dr. Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development. Her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has published three books with Allyn and Bacon, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

 

 

Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and is the Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for CLD students whose first language is not English and transnational students. Dr. Murry's recent research has emphasized differentiated assessment strategies for CLD students, the professional development of highly-qualified teachers for ELL students, the linguistic and cross-cultural dynamics of ESL instruction, and school restructuring for linguistic diversity.  Dr. Murry’s recent publications have appeared in the Journal of Teaching and Learning, Reading and Writing Quarterly, AACTE Briefs, the Journal of Latinos and Education, as well as, Teacher Education and Practice. 

Table of Contents

contents

 

Preface    

About the Authors   

part one

Hallmarks of Accommodative Instruction    

chapter 1

Multidimensional Foundations of Methods for CLD Students    

Demographic Patterns and Student Diversity    

Teacher Preparation for Cultural and Linguistic
Diversity in the Classroom    

Describing Cultural and Linguistic Diversity in the Classroom   

Key Terms and Acronyms    

The CLD Student: Asset or Liability?    

Understanding the Realities of Cultural and
Linguistic Diversity in the Classroom    

Expanding on the Prism Model    

The Sociocultural Dimension of the CLD Student Biography   

chapter 2

Cognitive and Academic Dimensions of Methods for CLD Students    

The Cognitive Dimension of the CLD Student Biography    

Cognitive Challenges    

Cognitive Processes    

Cognitive Dimension: Implications for Classroom and School Practice    

The Academic Dimension of the CLD Student Biography    

Academic Challenges    

Academic Processes    

Academic Dimension: Implications for Classroom and School Practice    

chapter 3

Linguistic Dimension of Methods for CLD Students    

The Linguistic Dimension of the CLD Student Biography    

Dynamics of First Language Acquisition (FLA)    

Differences between First and Second Language Acquisition    

Demands of Second Language Acquisition (SLA)    

Challenges of the Linguistic Dimension    

Time Required for Second Language Acquisition    

Exposure to Authentic Literacy Instruction and Activities    

Processes of the Linguistic Dimension    

Linguistic Process of Second Language Acquisition    

Linguistic Process of Understanding Concepts about Print   

Linguistic Dimension: Implications for Classrooms
and School Practice    

Instructional Planning for CALP Development
in L1 and L2    

Anticipating and Preassessing for the Array
of Student Biographies    

Fostering Communicative, Constructivist Language
Acquisition Environments    

part two

Accommodation Readiness    

chapter 4

Changing Perspectives in Platform Development for Instructional Methods    

Effective Program Models for CLD Students: Research and Analysis    

Predictors of Academic Success among CLD Students    

Findings of Research: The Case for Bilingual Education   

Bilingual Education and the SUP—CUP Distinction   

When the Ideal Is Not Ideal    

Complicating Variables    

Range of Program Models for CLD Students    

English as a Second Language (ESL)    

Transitional Bilingual Education    

Developmental Bilingual Education    

Two-Way Immersion    

Limited-Use Program Models    

Sociopolitical Foundations of Quality Programming    

Lau v. Nichols (1974)    

Castañeda v. Pickard (1981)    

Plyler v. Doe (1982)    

chapter 5

A Framework of Accommodation Readiness    

The Accommodation Readiness Spiral    

Levels of Readiness    

Forms of Readiness    

Readiness for Critical Reflection on Practice    

Reflection    

Critical Reflection   

Readiness for CLD Students and Families   

Semistructured Conversations   

Environmental Readiness    

The External Environment    

The Internal Environment    

Curricular Readiness    

Curriculum Trends    

Curriculum Essentials    

Programming and Instructional Readiness    

Decision Making without a Current Program Model    

Decision Making with a Current Program Model    

Programming and Instructional Readiness through Advocacy    

Readiness for Application and Advocacy    

Readiness for Theory-into-Practice Applications    

Readiness for Differentiated Instruction    

Readiness for Advocacy    

part three

Professionalism in Practice    

chapter 6

 Planning and Grounding  Instructional Methodology    

Consistency in Nomenclature Enables Communication   

Approach    

Method   

Strategy    

Technique    

Consistency: In Practice    

Three Dominant Approaches to Second
Language Instruction    

Grammatical Approach    

Communicative Approach    

Cognitive Approach    

chapter 7

The Integrated Content-Based Method of Instruction    

Evolution of Content-Based Instruction    

Content-Centered Methods of Instruction    

Integrated Content-Based Instruction    

Benefits of ICB Instruction for CLD Students    

Delivering Integrated Content-Based Instruction    

Planning an ICB Lesson    

Instruction    

Assessment    

Concluding Thoughts    

chapter 8

The Sheltered Method of Instruction  Realities of Sheltered Instruction    

Variations on Sheltered Instruction    

Myths and Misconceptions Associated with Sheltered Instruction   

Types of Students    

Language Proficiency of CLD Students   

Standards of Best Practice    

Specially Designed Academic Instruction in English (SDAIE)    

The Sheltered Instruction Observation Protocol (SIOP)    

Preparation    

Instruction    

Review and Assessment    

Closing Thoughts on the SIOP Model of Sheltered Instruction    

chapter 9

 The CALLA Method of Instruction  Cognitive Methods and Learning Strategies   

Crosslinguistic Strategies    

Cognitive Teaching Methods for Instructing CLD Students   

The CALLA Method    

chapter 10

Achieving Standards-Driven Professional Practice   

Nationally Recognized Standards for Teachers of CLD Students   

NBPTS Standards    

CREDE Standards    

TESOL/NCATE Standards    

Standards-Driven Reflection on Professional Practice   

Benchmarks of Effective Practice    

Key Facets of a Platform for Best Practice
with CLD Students    

Conclusion: Setting Goals for Professional
Development   

Appendix    

Glossary    

References   

Name Index   

Subject Index   


 



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