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Pathways to Teaching Series Practical Strategies for Teaching English Language Learners
by Curtin, Ellen; National Center for Education Information, NCEIEdition:
1st
ISBN13:
9780135130599
ISBN10:
013513059X
Format:
Paperback
Pub. Date:
4/22/2008
Publisher(s):
Pearson
List Price: $44.00
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Summary
#x1C;Who is the English Language Learner?#xA0; How do I communicate with them?#xA0; How do I prepare them for standardized tests?#xA0; How do I teach them advanced reading skills when their vocabulary is so limited?#x1D;#xA0; #xA0; These are the questions raised by teachers facing the daunting task of teaching English Language Learners regular subject content in the general classroom.#xA0; The No Child Left Behind policy (2001) raises the accountability for all our students including English Language Learners.#xA0; This text is a concise and practical resource book that combines current research in English language learning with teaching application strategies for the preK-12thgrade classroom.#xA0; The teaching strategies are research based, time tested, classroom proven, and they work. #xA0; Written for student teachers and experienced teachers new to English Language Learners, the author uses her own teaching experience in the Author Insightfeature to offer practical suggestions.#xA0; Other unique features of the text are the Classroom Scenarios, that present authentic voices from the classroom that connect the scenario to the content of the chapter, Guiding Discussion Questionsthat follow each scenario stimulate talk and discussion and encourage teachers to become analytical and reflective, and Classroom Application Strategiesprovide teachers with practical, research -based teaching strategies.
Table of Contents
| Brief Contents | |
| Journey of English Language Learners, Past and Present | |
| Foundations of English Language Learning-Thoery to Practice | |
| Getting to know the English Language Learner | |
| Pre-Planing and Planning Instruction for the English Language Learner | |
| Interactive Teaching Stratgies for Englishlanguage Learners | |
| Teaching Academic Content to English Language Learners | |
| Teaching English Language Learners in the Content | |
| Areas: Language Arts,Social Studies, Math and Science | |
| Actively Assessing and Monitoring Academic | |
| Progress of English Language Learners in the General Education Classroom | |
| Motivational and Classroom Management | |
| Strategies for English Language Learners | |
| Facilitating School, Family, and Community Involvement for the English Language Learner | |
| Detailed Contents | |
| Preface | |
| 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 | |
| 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 USA | |
| 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 | |
| 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 | |
| Table of Contents provided by Publisher. All Rights Reserved. |
