Bulk sales, PO's, Marketplace Items, eBooks, Apparel, and DVDs not included.
Questions About This Book?
- The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.
- The Rental copy of this book is not guaranteed to include any supplemental materials. You may receive a brand new copy, but typically, only the book itself.
- The eBook copy of this book is not guaranteed to include any supplemental materials. Typically only the book itself is included.
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 and offers courses for California’s teacher preparation programs. Her books, A Course For Teaching English Learnersand The Crosscultural, Language, and Academic Development Handbook (now in its fourth edition) are widely used in programs of teacher education to prepare teachers for multiethnic and linguistically diverse classrooms. Her research interests are in intercultural communication, classroom discourse, and innovative English-language-acquisition pedagogy. She is a frequent speaker at state and national conferences, and has served as President of California TESOL (CATESOL).
Table of Contents
1 Who Are English Learners and Their Teachers?
2 Critical Roles for Teachers
3 Views of Teaching and Learning
4 Performance-Based Learning
5 Learner Strategies and Learner-Focused Teaching
6 Oracy Instruction That Builds on the First Language
7 Literacy Instruction for English-Language Development
8 Learning Processes ands the Imaginary
9 Grammar through Integrated Language Skills and Wonderful English
10 Culturally Based Language Teaching
11 Discourse in the Classrooms of English Learners
12 Dual-Language Proficiency
13 Teaching English in Context
14 Building a Community of Learners
15 Project-Based Learning and Service Learning
Appendix A Influencing Language Policies to Benefit English Learners
Appendix B English Learners and Special Education
Appendix C Bibliography of Works Used for Visual Imaginary Dramatic Arts