Teaching English Learners : Methods and Strategies

by Diaz-Rico, Lynne T.

• ISBN13: 9780205355433
• ISBN10: 0205355439
• Edition: 1st
• Format: Paperback
• Copyright: 2004-01-01
• Publisher: Allyn & Bacon

Summary

"Written in Lynne Diaz-Rico's passionate style, the second edition of Strategies for Teaching English Learners continues to be a one-stop introduction to teaching English to speakers of other languages. It includes an introduction to the fascinating challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies."--BOOK JACKET.

Author Biography

Lynne Diaz-Rico is Professor of Education and Coordinator of the Master of Arts in Education, Teaching English to Speakers of Other Languages program at California State University, San Bernardino.

Table of Contents

Preface	xix
Strategies for Teaching English Learners: A Summary	xxv
Who Are English Learners and Their Teachers?	1	(20)
The Profession of Teaching English Learners	1	(9)
Educational Terminology	5	(1)
Critical Perspectives	5	(2)
Challenges for Teachers of English Learners	7	(1)
Languages at Risk	7	(3)
Who Are English Learners and What Are Their Needs?	10	(7)
U.S. Demographics	10	(1)
ESL Services for English Learners	11	(1)
Career Preparation for ESL Teaching	12	(1)
International Demographics of English	13	(1)
Contexts for English Teaching Worldwide	14	(2)
Teaching English around the World	16	(1)
English as an International Language (EIL)	17	(2)
Professional Organizations for Teachers of English Learners	19	(2)
TESOL, Inc., as an Organization	19	(1)
Finding a Job Teaching English Learners	20	(1)
Critical Roles for Teachers	21	(9)
Educators as Critical Pedagogists	21	(3)
What Is Critical Pedagogy?	21	(1)
Critical Pedagogy as a Method	22	(1)
Contrasting Critical Pedagogy with Banking Models of Instruction	23	(1)
Sample Topics Used for Problem Posing	23	(1)
A Critical Sociological Look at Language and Power	24	(1)
Tollefson: Power and Inequality in Language Education	25	(1)
Foucault: The Power of Discursive Practices	25	(1)
Bourdieu: Language as Social Capital	26	(1)
Cummins: Language Policies as Emancipatory	26	(1)
Fairclough: Critical Language Analysis	26	(2)
Profession, Policy, and Power in the Education of English Learners	28	(2)
Views of Teaching and Learning	30	(36)
Philosophy, Psychology, Anthropology, Sociology, and Postmodern Pedagogy	30	(1)
Teaching the Whole Person	31	(1)
Philosophical Foundations of Education	31	(1)
Progressivism	31	(1)
Traditionalism	32	(1)
Belief Systems and Teaching	32	(1)
Educational Psychology: Behavioral Methods	32	(4)
Grammar Translation	33	(1)
The Rise of Experimental Behaviorism	33	(1)
The Audiolingual Method	34	(1)
Total Physical Response	34	(1)
Direct Teaching and Mastery Learning	35	(1)
Advantages of Behavioral Methods	36	(1)
Disadvantages of Behavioral Methods	36	(1)
Educational Psychology: Cognitive Methods	36	(11)
Generative Grammar	37	(1)
Krashen's Monitor Model	37	(1)
Stages of Development	38	(1)
Information-Processing Theories of Mental Functioning	39	(2)
Alternative Theories of Mental Functioning	41	(1)
Brain-Compatible Learning	42	(2)
Neurolinguistic Research Based on Study of Brain Function	44	(1)
Cognitive Teaching Means a Focus on Learning	45	(1)
Comparing the Cognitive View with Behaviorism	45	(1)
Learning Styles and Strategies	45	(1)
Constructivist Learning	46	(1)
Humanistic Education: Affective and Emotional Factors	47	(8)
Integrating Cognitive and Affective Learning	47	(1)
Self-Esteem	47	(3)
Motivation	50	(1)
Anxiety	51	(1)
Attitudes of the Learner	52	(1)
Other Affective Factors	53	(1)
Motivating Students Humanistically	53	(1)
The Teacher as Counselor	54	(1)
Cultural Anthropology and Education	55	(5)
Communicative Competence	56	(2)
Social Contexts for Language Learning	58	(1)
Activity Theory	59	(1)
Communities of Practice	59	(1)
Culture and Schooling	59	(1)
The Study of Classroom Discourse	59	(1)
Culturally Responsive Teaching	60	(1)
Looking Forward: Postmodernism	60	(4)
Modernism versus Postmodernism	60	(1)
Modernism	60	(1)
Postmodernism	61	(1)
Implications of Postmodernism for Educators	62	(2)
New Roles for English Educators	64	(1)
The Future of Teaching English Learners	64	(2)
Learner Strategies	65	(1)
Strategies Influenced by the Institution	65	(1)
Strategies Influenced by the Sociocultural Context	65	(1)
Performance-Based Learning	66	(35)
Why Performance-Based Learning?	66	(1)
What Is Performance-Based Learning?	66	(1)
Standards-Based Learning	67	(6)
TESOL Standards	68	(1)
Program Standards	69	(1)
Instruction Aligned with TESOL Standards	69	(1)
English-Language Development Standards	70	(3)
Incorporating Standards into Lesson Plans	73	(1)
What Is the Best Use of Assessment?	73	(3)
The Changing Nature of Assessment	74	(1)
The Role of Assessment in the Integrated Curriculum	75	(1)
What Is Performance-Based Assessment?	76	(1)
Methods of Assessment	77	(7)
Assessment Terms	77	(1)
Standardized and Less Standardized Assessment	77	(1)
Standardized Proficiency Tests	78	(1)
Teacher- and Student-Created Rubrics	79	(2)
Teacher-Constructed Tests	81	(1)
Portfolio Assessment	81	(1)
Teacher Observation and Evaluation	82	(1)
Grading	82	(1)
Student Self-Assessment and Peer Assessment	82	(1)
Other Types of Tests	82	(2)
Identification, Assessment, and Placement of English Learners in the Schools	84	(1)
Identification Procedures for English Learners	84	(1)
Assessment for Placement	84	(1)
Redesignation and Exit Procedures	85	(1)
Limitations of Assessment	85	(2)
Difficulties in the Testing Situation	86	(1)
Cautions about Testing	86	(1)
Academic Expectations	87	(4)
How Teacher Expectations Are Formed and Communicated to Students and How Students Respond	87	(3)
Student Control over Classroom Learning	90	(1)
Intercultural Communication of Expectations	90	(1)
Planning Instruction	91	(2)
Constructivist Planning	91	(1)
The Direct Teaching Model	92	(1)
Modifying the Direct Teaching Model	92	(1)
Matching Performance and Assessment	93	(7)
Setting Objectives	93	(1)
Tasks as Objectives	94	(1)
Task Chains	94	(1)
Assessing the Task Chain	95	(1)
Formative Assessment	95	(1)
Summative Assessment, Culminating Performance, and Metalearning	96	(4)
Monitoring and Adjusting Instruction	100	(1)
Learner Strategies and Learner-Focused Teaching	101	(42)
Learner Control and Academic Competence	101	(2)
Learner Autonomy: Self-Motivation and Self-Management	103	(2)
Self-Management	104	(1)
Self-Managed Instruction	104	(1)
Self-Efficacy	104	(1)
Student Responsibility for Learning	105	(1)
What Are Learner Strategies?	105	(2)
Indirect and Direct Strategies	106	(1)
Strategy-Based Instruction	106	(1)
Indirect Strategies: Second-Language Acquisition and Use	107	(2)
What Are Second-Language Use Strategies?	107	(2)
Indirect Strategies: Learning Style Preferences	109	(5)
Typologies of Learning Styles	110	(2)
Learning Styles Applied to the ESL/EFL Classroom	112	(1)
Cultural Differences in Learning Styles	112	(1)
Measuring Learning Styles	112	(1)
Adapting Instruction to Learning Styles	113	(1)
Direct Strategies: Cognitive	114	(10)
Schema Building	114	(1)
Scaffolding	115	(1)
Alternative Information Representation and Graphic Organizers	115	(7)
Critical Thinking	122	(1)
Creative Thinking and Risk Taking	122	(2)
Direct Strategies: Metacognitive	124	(2)
Direct Strategies: Social-Affective	126	(1)
Student Opportunities to Cooperate	126	(1)
Maintaining the First Language as an Affective Strategy	127	(1)
Direct Strategies: Academic Survival and Study Skills	127	(5)
Academic Survival Skills	127	(1)
Native-Language Cultural Skills and Experiences	128	(1)
Target-Language Culture Skills	128	(1)
Knowledge about the Culture of Academia in the Target Language	128	(2)
Study Skills	130	(1)
Text Processing and Time Management	131	(1)
ESL and the Content Areas	132	(6)
Content-Based Instruction in ESL	132	(1)
Collaboration and Reciprocity	133	(1)
CBI-ESL: Lesson Planning	134	(1)
Specially Designed Academic Instruction in English (SDAIE)	134	(4)
Computer-Assisted Language Learning/Computer-Mediated Communication	138	(5)
CALL and Second-Language Acquisition	139	(4)
Learning Processes That Build on the First Language	143	(57)
Literacy and Power	143	(1)
Reading Processes	144	(21)
Purposes for Reading	144	(1)
Standards-Based Reading Instruction	145	(1)
Emergent Literacy	146	(1)
Language Experience Approach	147	(1)
Direct Teaching of Reading	148	(1)
The Basics of Learning to Read	149	(4)
The Three-Stage Reading Process	153	(1)
Schemata for the Reading Process	153	(7)
Focus on Acquisition Vocabulary	160	(1)
Transition Reading	160	(1)
Stages of Reading Development for English Learners	161	(1)
Teaching Strategies for Comprehension	161	(1)
Teaching Literature	162	(3)
Writing Processes	165	(12)
The Role of Writing in Academic Literacies	166	(1)
Writing as a Social Construction	167	(1)
What Do Writers Need?	167	(2)
Stages of Writing Development for Young English Learners	169	(1)
The Writing Workshop	170	(1)
The Writing Process: Prewriting	170	(1)
The Writing Process: Drafting	171	(1)
Self-Correction and Revision	171	(1)
Feedback through Peer Response and Writing Conferences	172	(1)
The Writing Process: Editing	173	(1)
Error Correction	173	(1)
Publishing	174	(1)
Issues with ESL Writing	174	(3)
Listening Processes	177	(6)
Listening to Repeat: The Audiolingual Legacy	178	(1)
Listening to Understand: The Task Approach	179	(1)
Listening for Communication	180	(1)
Before Listening	180	(1)
While Listening	181	(1)
After Listening	182	(1)
Authentic Tasks in and out of the Real World	183	(1)
Speaking Processes	183	(17)
Difficulties with Spoken Discourse	184	(1)
Basic Interpersonal Communication Skills	185	(1)
Developing Oral Language	186	(1)
Situations for Spoken Discourse	187	(1)
Resources for Spoken Discourse	187	(1)
Improving Pronunciation	188	(1)
Before Speaking	189	(1)
While Speaking	190	(1)
After Speaking	191	(1)
Speaking Games and Tasks	191	(2)
Oral Discourse and Critical Communicative Competence	193	(5)
Summary: The Conversant Student	198	(2)
The Learning Process and the Imaginary	200	(39)
The Importance of the Imaginary	200	(1)
Exploring the Imagination	201	(4)
Lozanov's Suggestopedia Revisited	201	(1)
Lacan's Personality Theory and the Imaginary	202	(1)
The Imaginary and English Learning	203	(1)
The Imaginary and the Development of Personality	203	(1)
The Imaginative Function of Language	204	(1)
Stimulating the Imagination Directly	205	(4)
Guided Imagery	205	(2)
Creative Environments	207	(1)
Comics	207	(1)
Curriculum That Stimulates the Imagination	208	(1)
Drama in the Classroom	209	(15)
Classroom Dramatics	210	(4)
Play Scripts as Literary Text	214	(1)
Role Play	215	(2)
Readers Theater	217	(2)
Puppetry	219	(1)
Storytelling	220	(4)
Poetry and the Muse	224	(9)
A Universal Language	224	(1)
The Sound of Poetry	225	(1)
Poetry as Vocabulary Development	226	(1)
Types of Poems	227	(2)
Writing Poetry	229	(1)
Connecting Visual and Poetic	230	(1)
Poetry Interpretation	231	(2)
Music: Listening, Playing, Singing, Creating	233	(4)
Popular Music	233	(2)
Culturally Authentic Music	235	(1)
Jazz Chants	236	(1)
Singing Games	236	(1)
The Virtues of the Imaginary	237	(2)
Grammar through Integrated Language Skills and Wonderful English	239	(27)
English Is Democratic and Creative	239	(1)
Why Integrated Skills?	240	(1)
Integrated Instructional Activities	241	(3)
Learner Output	241	(1)
Content: Flexible, Thematic Curriculum	242	(2)
The History of English	244	(8)
From Old to Middle English	244	(2)
Middle English	246	(1)
The Dual Nature of English	246	(3)
English: Innovative and Unregulated	249	(3)
The Curiosity and Beauty of English	252	(5)
Assets of English	253	(1)
Complexities of English	254	(1)
Beauty in Nuance and Sound	255	(2)
Teaching Grammar	257	(2)
Grammar as System	258	(1)
Grammar and Emotion	258	(1)
Grammar Games	259	(1)
Correct Usage and Discourse Competence	259	(7)
Prescriptive Language and Usage Wars	259	(3)
A Schema for Literature, ESL, Grammar, and Usage	262	(1)
Integrating Grammar into the Curriculum	263	(3)
Culturally Based Language Teaching	266	(26)
Culture and Language Teaching	266	(1)
The Skills and Responsibilities of the Intercultural Educator	267	(2)
Culturally Derived Learning Styles and Strategies	269	(4)
Values, Beliefs, and Practices	270	(1)
Social Customs	270	(1)
Rites, Rituals, and Ceremonies	271	(1)
Work and Leisure Systems	271	(1)
Health and Medicine	271	(1)
Institutional Influences: Economic, Legal, Political, and Religious	272	(1)
Language-Related Behaviors and Beliefs	272	(1)
Educational Systems	272	(1)
Culturally Compatible Instruction	273	(4)
Ethnographic Study	273	(1)
Self-Study	274	(1)
Cultural Observations	274	(1)
Interviews	275	(1)
Home Visits	275	(1)
Sources for Learning about Cultures	275	(1)
Culturally Responsive Pedagogy	276	(1)
Teaching Styles (Cultural Orientation)	276	(1)
Teacher-Student Interactions	277	(1)
Classroom Organization and Curriculum	277	(1)
Assuming a Bicultural Identity	277	(3)
Culture as Content	280	(7)
Why Teach Language Using Culture?	280	(1)
Culture of the Target Language	280	(3)
English Teaching Using the Native Culture	283	(4)
Bias in Teaching about Culture	287	(1)
Crosscultural Studies	287	(3)
Achieving Ethnorelativism	288	(1)
Deeper Crosscultural Comparison	288	(2)
Teaching Crosscultural Content	290	(1)
Using Intercultural Communication to Teach English	290	(2)
Beyond Superficial Communication	290	(1)
Intercultural Conflict	290	(2)
Discourse in the Classrooms of English Learners	292	(15)
What Is Classroom Discourse?	292	(2)
Language Teachers at the Edge	292	(1)
The Language and Culture of Schooling	293	(1)
Linguistic Features of Classroom Discourse	294	(1)
What Discourse Genres Are Common in U.S. Classrooms?	294	(9)
The Recitation Pattern: A Typical Learning Encounter	295	(1)
Sociohistorical Features of the Recitation Pattern	296	(1)
Instructional Features of the Recitation Pattern	296	(1)
Recitation Pattern: Critique	297	(1)
Recitation Pattern: Questioning Strategies	297	(3)
Cooperative Learning as an Alternative Pattern	300	(1)
The Instructional Conversation (IC) as a Discourse Alternative	301	(2)
Cognitive Academic Language Proficiency	303	(2)
The Language of Thought	303	(2)
The Teacher's Role in Promoting CALP	305	(1)
Discourse That Affirms Students' Voices	305	(2)
Dual-Language Proficiency	307	(16)
Schooling in Two Languages	307	(4)
Why Dual-Language Acquisition?	307	(1)
Bilingual Education and the Teaching of English	308	(1)
Submersion (Sink or Swim)	308	(1)
Transitional Bilingual and Structured Immersion Programs	309	(2)
Dual-Literacy Programs: An Introduction	311	(4)
Developmental Bilingual Programs in the United States	311	(1)
Second-and Foreign-Language Immersion Programs for Majority-Language Students	312	(1)
Two-Way Immersion Programs for Majority-Language and Minority-Language Students	312	(2)
Advocacy for Dual-Language Programs	314	(1)
The Role of Monolingual English Instructors in a Dual-Language Program	315	(1)
Biliteracy in a TWI Context	315	(3)
Complexities of Biliteracy	315	(1)
Questions about Biliteracy	316	(1)
A Teaching Unit in Two Languages	316	(2)
Principles of Language Transfer	318	(5)
Metalinguistic Awareness and Common Underlying Proficiency	318	(1)
Teaching for Transfer: Language Acquisition Processes	319	(2)
Biliteracy and Biculturality	321	(2)
Teaching English in Context	323	(25)
Dialects in English	324	(12)
Dialects and the Education of English Learners	324	(2)
Common Features That Constitute Dialects	326	(2)
How Dialects Exhibit Social and Ethnic Differences	328	(1)
Attitudes Toward Dialects	329	(2)
Dialects and Speaking Style	331	(2)
Gender and Language Variation	333	(3)
Vernacular Dialects and Language Teaching	336	(1)
Teaching Standard English: Whose Standard?	336	(1)
Language Variety as a Goal of Instruction	337	(2)
Some Sample Registers in Oracy	338	(1)
Some Sample Registers in Literacy	338	(1)
Gender-Typical Registers	339	(1)
Teaching Oral Register Shifts	339	(1)
Situated Literacy and Academic Registers	339	(9)
The Individual World of Literacy	340	(1)
Situated Literacy: Synthesis of Practices	340	(1)
Teaching Academic Registers	341	(3)
Academic Competence: Psychological Factors	344	(1)
Academic Competence: Sociocultural Factors	344	(1)
Academic Competence Demanded to Perform Undergraduate-Level Academic Writing	344	(1)
Academic Competence Demanded to Perform Graduate-Level Academic Writing	345	(1)
Task Demands of Academic Writing in an MATESOL Program	346	(2)
Building a Community of Learners	348	(30)
What Is a Community of Learners?	348	(15)
The Classroom as a Community	349	(2)
Forming a Learning Community	351	(1)
Critical Perspectives on Community Involvement	351	(1)
Listening to the Learner	352	(2)
Not-So-Critical Perspectives on Community Involvement	354	(1)
A Model for Community Involvement	355	(8)
Why Involve Families?	363	(7)
Changing Definitions of Family Involvement	364	(1)
Recognizing Rights of Families	364	(1)
Issues in Family Involvement	365	(2)
Myths about Families and Other Communication Barriers	367	(1)
Enhancing Home-School Communication	367	(1)
Teacher-Family Conferences	367	(2)
How Families Can Assist in a Child's Learning	369	(1)
A Model of Home-School Relationships	370	(1)
Community Funds of Knowledge	370	(4)
Transformative School-Community Partnerships	374	(2)
Empowerment as a Goal	374	(1)
Getting to Know the Community	374	(1)
School Partnerships with Community-Based Organizations	375	(1)
Community Support for English Learners	375	(1)
The Idea of Community	376	(2)
Project-Based Learning	378	(24)
Why Projects?	378	(8)
Facing the Real World	378	(1)
Characteristics of PBL	379	(1)
Benefits of PBL	379	(1)
Projects Are Collaborative	379	(1)
The Teacher as Guide	380	(1)
Skill Integration	381	(1)
Design, Documentation, and Discourse	382	(1)
Representation	382	(2)
Thematic Units	384	(1)
Projects at Urban High Schools	384	(1)
Community-Based Projects	385	(1)
Project-Based Learning in EFL	385	(1)
Projects in Intensive English Programs	385	(1)
Projects in Teacher Education	386	(1)
Choosing a Project Topic	386	(5)
Mapping the Project	389	(1)
Topics across Disciplines	390	(1)
Envisioning Success	390	(1)
Project Focus and Development	391	(6)
Project Development	391	(1)
The Planning Cycle	392	(1)
Task Representation	393	(1)
Example of the Desired Product	394	(1)
Guided Implementation	395	(1)
Self-Checking (Quality Control)	396	(1)
Recommendation for Improvement	397	(1)
Project Documentation and Evaluation	397	(5)
Process Counts	397	(1)
Student Presentation of Product	397	(1)
Feedback and Reflection	398	(1)
Planning for Assessment	398	(1)
Conducting Project Assessment	399	(1)
Criteria for Project Assessment	400	(2)
Learning English through Service to the Community	402	(15)
Why Service Learning?	402	(4)
Definitions	402	(1)
Extent of Participation	403	(1)
Components of Service Learning	404	(1)
Benefits of Service Learning	405	(1)
What Constitutes Good Service-Learning Pedagogy?	406	(1)
Students Serving Others: Some Examples	406	(1)
Building Relationships with Service Agencies	406	(2)
Reciprocity	407	(1)
Types of Service-Learning Opportunities	407	(1)
Identification of Community Partners	407	(1)
Designing a Service-Learning Project	408	(3)
Determining the Learning Goal(s)	409	(1)
Proposing Performance-Based Results	410	(1)
Monitoring and Evaluating Service Learning	411	(5)
The Reflective Component	411	(2)
Assessing Performance-Based Results	413	(2)
The Critical Component	415	(1)
Finding Out More about Service Learning	416	(1)
Appendix A Influencing Language Policies to Benefit English Learners	417	(6)
Policy at the Classroom Level	417	(1)
Policy at the School Level	418	(1)
Involving Parents in Policy Making	419	(1)
Policy Decisions in Local School Districts	419	(1)
Professional Organizations and Service	420	(1)
Influencing Community Public Opinion	420	(1)
Influencing Legislation and Public Opinion	421	(1)
Influencing Federal Policies	421	(1)
The National Spirit	421	(2)
Appendix B Bibliography of Works Used for Visual Imaginary Dramatic Arts	423	(2)
Bibliography	425	(32)
Author Index	457	(7)
Subject Index	464