Bilingual and ESL Classrooms: Teaching in Multicultural Contexts - Text with PowerWeb

by Ovando, Carlos J.; Combs, Mary Carol; Collier, Virginia P.

• ISBN13: 9780073126494
• ISBN10: 0073126497
• Additional ISBN(s): 9780072407372, 9780072982367
• Edition: 4th
• Format: Paperback
• Copyright: 2005-07-05
• Publisher: McGraw-Hill Humanities/Social Sciences/Languages
• More Book Details
• Purchase Benefits

Summary

This classic text integrates theory and practice to provide comprehensive coverage of bilingual and ESL education. The text covers the foundations of bilingual and ESL education (who the students are, what the policies are and have been, the role and development of language and culture) and provides a strong focus on what the teacher needs to know in a bilingual classroom (such as instruction strategies, teaching in content areas, assessment, and working with students with special needs). Woven throughout the text are quotes from bilingual and ESL students and teachers that illuminate the bilingual/ESL learning and teaching experience.

Table of Contents

Preface	xix
Foreword	xxix
Jim Cummins
Prologue Carlos's Story	1	(2)
The Past Catches Up with Carlos: An Epilogue	3	(3)
Students	6	(41)
What Do We Mean by Bilingual Education and ESL?	8	(3)
Bilingual Education	8	(1)
Guidelines for Teaching: Basic Characteristics of a Bilingual Education Program	9	(1)
English as a Second Language	9	(1)
Guidelines for Teaching: Recommendations on the Role of Bilingual Education and ESL	10	(1)
Demographics	11	(2)
Types of Language Minority Students	13	(2)
Student and Family Background	15	(7)
The Role of Culture	16	(2)
The Social Context	18	(2)
Previous Schooling Experience	20	(2)
What Happens at School	22	(9)
The Emotional Issues	22	(3)
The Linguistic Issues	25	(2)
Guidelines for Teaching: Recommendations to School Personnel About the Use of L1 at Home	27	(2)
The Academic Issues	29	(2)
Discovering the Student	31	(4)
Guidelines for Teaching: Discovering Students' Lives	32	(3)
Program Models	35	(1)
Use of the Primary Language of Language Minority Students	35	(1)
Enrichment or Remediation?	35	(1)
ESL or ESOL	36	(1)
ESL Pullout	36	(2)
Newcomer Programs	38	(5)
Bilingual Education	39	(4)
Summary	43	(1)
Key Terms	44	(1)
Reflection Questions	45	(1)
Resources	45	(2)
Policy and Programs	47	(40)
The Politics of Bilingual Education	49	(9)
The English Only Movement	51	(2)
Impact of Official English	53	(2)
Changing Terms of Debate	55	(1)
The Unz Era	56	(2)
Historical Background	58	(4)
U.S. Schooling in Languages Other Than English	58	(2)
English as a Second Language	60	(1)
Bilingual Instruction of the 1960s	61	(1)
Historical Overview of Title VII Legislation, 1968-2001	62	(6)
Title VII of the Elementary and Secondary Education Act	63	(1)
Provisions of the Original 1968 and 1974, 1978, 1984, 1988 Title VII Reauthorizations	63	(3)
Title VII of the Improving America's Schools Act of 1994 and School Reform	66	(2)
``No Child Left Behind'' (PL 107-110, 115 Stat.1425, 2002)	68	(5)
Guidelines for Teaching: How No Child Left Behind Helps English Language Learners	69	(1)
Adequate Yearly Progress (AYP) and English Language Learners	69	(2)
Guidelines for Teaching: Adequate Yearly Progress Reporting Requirements for English Language Learners	71	(1)
Guidelines for Teaching: 144 Ways to Fail AYP	72	(1)
Court Decisions and the Office for Civil Rights	73	(6)
Basic Rights of Language Minority Students	74	(1)
Guidelines for Teaching: The Lau v. Nichols Supreme Court Decision, 1974	74	(1)
U.S. Office for Civil Rights	75	(1)
Guidelines for Teaching: The 1970 OCR Memorandum	75	(2)
Guidelines for Teaching: Federal Court Decisions after Lau v. Nichols	77	(2)
State Policies	79	(4)
State Legislation	79	(2)
State Certification of Bilingual/ESL Teachers	81	(1)
Guidelines for Teaching: ESL or Bilingual Teacher Certification	82	(1)
Leading School Reform at the Local Level	83	(1)
Summary	83	(1)
Key Terms	84	(1)
Reflection Questions	84	(1)
Resources	85	(2)
Teaching	87	(34)
Portrait of a Traditional Classroom	91	(1)
The Workplace of the Twenty-first Century	91	(1)
Passive Learning	92	(1)
Guidelines for Teaching: Factors to Consider When Teaching Non-Anglo-European Dominant Students	92	(1)
Active, Inquiry-Based Learning	93	(3)
Guidelines for Teaching: Principles to Follow for Effective Classrooms for Linguistically and Culturally Diverse Students	94	(1)
Guidelines for Teaching: Conceptual Dimensions of a Responsive Pedagogy	95	(1)
Activating Students' Prior Knowledge	96	(1)
Cooperative Learning	96	(7)
Research on Cooperative Learning	97	(1)
Principles of Cooperative Learning	98	(1)
Guidelines for Teaching: Five Elements of Cooperative Learning	98	(1)
Forming Teams	99	(1)
Structuring Team Activities	100	(1)
Team and Class Building	100	(1)
Structures for Learning	101	(1)
Evaluating Student Outcomes	102	(1)
Coaching Teacher Colleagues	102	(1)
Accelerated Learning	103	(1)
Critical Pedagogy	104	(3)
Guidelines for Teaching: Characteristics of a Pedagogy for Empowerment	105	(2)
Art	107	(2)
Technology	109	(6)
Telecommunications	110	(1)
Video	111	(1)
Microcomputers	112	(2)
Principles for Technology Use	114	(1)
Guidelines for Teaching: Guiding Principles for Choosing Technology	114	(1)
Music	115	(1)
Weaving It All Together	116	(1)
Summary	117	(1)
Key Terms	118	(1)
Reflection Questions	118	(1)
Resources	119	(2)
Language	121	(57)
Language Acquisition	124	(6)
The Prism Model: Language Acquisition for School	124	(2)
Linguistic Processes	126	(4)
Interdependence of First and Second Languages	130	(4)
Guidelines for Teaching: Second-Language Written Input	134	(1)
Second-Language Acquisition as a Natural, Developmental Process	134	(11)
Social and Cultural Processes	135	(7)
Cognitive Processes	142	(2)
Guidelines for Teaching: Learning Strategies	144	(1)
Instructional Approaches to Teaching a Second Language	145	(14)
Current Approaches to ESL and Bilingual Instruction	146	(1)
Guidelines for Teaching: Promising Practices for Heterogeneous Classrooms	146	(2)
Guidelines for Teaching: What Is Sheltered Content Instruction? Who Benefits from It?	148	(2)
Guidelines for Teaching: Sheltered Content Instruction Strategies	150	(5)
Guidelines for Teaching: Supporting Students' First Languages	155	(1)
Guidelines for Teaching: Translation and English Language Learners	156	(3)
Teaching Language Arts in a Bilingual Classroom	159	(5)
Defining Bilingual Proficiency	159	(1)
Guidelines for Teaching: The Continuum of Bilingualism	160	(1)
Dialect Diversity	160	(2)
Guidelines for Teaching: Invented Spelling, Error Correction, and New Language Varieties	162	(1)
Language Distribution in the Bilingual Language Arts Classroom	163	(1)
Language and Multicultural Literature across the Curriculum	164	(10)
Teaching Listening and Speaking	166	(1)
Literacy in First and Second Languages	167	(2)
Teaching Reading and Writing	169	(3)
Guidelines for Teaching: The Acquisition of the Writing Process	172	(1)
Multicultural Literature	173	(1)
Guidelines for Teaching: Strategies for Incorporating Literature for Language Minority Adolescents and Young Adults	174	(1)
Summary	174	(1)
Key Terms	175	(1)
Reflection Questions	175	(1)
Resources	176	(2)
Culture	178	(46)
Perspectives on the Concept of Culture	181	(5)
The Anthropological View of Culture	181	(1)
Guidelines for Teaching: An Anthropological Definition of Culture	182	(2)
Popular Views of Culture	184	(2)
Processes in the Development of Cultural Identities	186	(4)
Cultural Transmission	186	(1)
Biculturalism	187	(2)
Acculturation	189	(1)
Assimilation	189	(1)
Multicultural Education	190	(4)
Cultural Pluralism as a Basis for Multicultural Education	190	(1)
Dimensions of Multicultural Education	191	(1)
Guidelines for Teaching: Characteristics of Multicultural Education	192	(1)
Guidelines for Teaching: Five Dimensions of Multicultural Education	193	(1)
Prejudice and Discrimination	194	(8)
Marked and Unmarked Languages and Cultures	194	(3)
Stereotypes	197	(2)
Ethnocentrism	199	(1)
Cultural Relativism	200	(2)
The Role of Culture in Language Minority Achievement	202	(11)
Deficit Theories	203	(2)
Cultural Difference Theories	205	(4)
Social, Economic, and Political Factors in Achievement	209	(4)
Ethnographic Approaches to Cultural Understanding	213	(7)
Cultural Compatibility Studies	214	(3)
Sociocultural Theory and Knowledge Construction Studies	217	(2)
Guidelines for Teaching: The Role of Culture in Education	219	(1)
Summary	220	(1)
Key Terms	221	(1)
Reflection Questions	221	(1)
Resources	222	(2)
Mathematics and Science	224	(41)
Rui's Encounter with More and Less	225	(2)
Achievement of Language Minority Students in Mathematics and Science	227	(4)
Contextualizing Math Performance of American Indian Students	230	(1)
Current Standards and Math and Science Reform	231	(3)
Guidelines for Teaching: Who Can Learn Math? All Students!	232	(1)
Guidelines for Teaching: Six Principles for School Mathematics	233	(1)
Guidelines for Teaching: Content and Process Standards for School Mathematics Pre-K-12	234	(1)
Opportunity to Learn Standards	234	(2)
Guidelines for Teaching: ``Opportunity to Learn'' Standards	235	(1)
Language in Mathematics and Science Classrooms	236	(15)
Use of L1 for Math and Science Instruction	237	(2)
Content ESL/Sheltered English Instruction	239	(2)
Guidelines for Teaching: The Integration of Second-Language Acquisition with Science Content	241	(4)
Guidelines for Teaching: Vocabulary Development in Math and Science	245	(2)
Guidelines for Teaching: Learning Strategies	247	(1)
Linguistically and Cognitively Rich Environments	248	(3)
Cultural Issues in Mathematics and Science	251	(9)
Cross-Cultural Research and Developmental Universalities	252	(3)
Ethnoscience and Ethnomathematics	255	(3)
Activation of Student and Community Resources	258	(2)
A Theme-Based Approach: Science, Technology, and Society	260	(2)
Summary	262	(1)
Key Terms	262	(1)
Reflection Questions	263	(1)
Resources	263	(2)
Social Studies	265	(42)
Guidelines for Teaching: Social Studies in Action	268	(1)
Multiple Perspectives: A Framework for Social Studies	269	(11)
A Social Studies Definition, Guidelines for Powerful Teaching, and Thematically Based Curriculum Standards	270	(1)
Guidelines for Teaching: Social Studies Instruction	271	(1)
Transmission, Social Science, and Critical Thinking Approaches	272	(2)
Guidelines for Teaching: Ten Thematic Strands in Social Studies	274	(1)
Multicultural Education	275	(3)
Global Education	278	(2)
Classroom Settings for Bilingual and ESL Social Studies	280	(5)
Elementary Social Studies Classroom Settings	280	(1)
Middle School and High School Social Studies Classroom Settings	281	(1)
Guidelines for Teaching: Language Minority Students in Middle and High Schools	282	(2)
Guidelines for Teaching: General Types of Social Studies Classes	284	(1)
Methods for Social Studies Instruction	285	(8)
Challenges of Social Studies Instruction	286	(1)
Use of L1 and L2	287	(2)
Instructional Strategies	289	(1)
Guidelines for Teaching: Successful Social Studies Instructional Strategies	290	(3)
Guidelines for Teaching: The Use of Electronic Media, Videos or DVDs in the Social Studies Classroom	293	(1)
Critical Thinking and Study Skills Development	293	(1)
Paying Attention to Social Studies Language Issues	294	(5)
Guidelines for Teaching: The Use of Graphic Organizers	297	(2)
Theme-Based, Integrated Social Studies Units	299	(4)
Middle School Units on Protest and Conflict	299	(1)
``Doing'' Social Studies: Three Examples	300	(3)
Summary	303	(1)
Key Terms	304	(1)
Reflection Questions	304	(1)
Resources	305	(2)
Assessment	307	(51)
Lorraine Valdez Pierce
Context for Assessment	308	(8)
National Level	309	(2)
Impact of No Child Left Behind	311	(2)
State Level	313	(1)
Local Level	314	(1)
Guidelines for Teaching: Appropriate Test Use for Language Minority Students National Research Council	315	(1)
Guidelines for Teaching: Why Are ESL/Bilingual Students Assessed?	316	(1)
Basic Assessment Concepts	316	(5)
Assessment Purpose	316	(1)
Validity	316	(4)
Guidelines for Teaching: Test-Taking Elements	320	(1)
Reliability	320	(1)
Types of Assessments	321	(5)
School-Based Assessment	326	(2)
Identification and Placement	326	(2)
Achievement Testing/Accountability Systems	328	(1)
Program Evaluation	328	(1)
Classroom-Based Assessment	328	(10)
Traditional and Student-Centered Teaching	328	(4)
Guidelines for Teaching: Five Fundamental Assumptions	332	(1)
Five Fundamental Assumptions	332	(2)
Five Operating Principles	334	(4)
Linking Assessment to Instruction	338	(13)
Oral Language	339	(1)
Reading/Writing	340	(2)
Content Areas	342	(6)
Coping with Standardized Tests	348	(3)
Need for Long-Term Professional Development	351	(3)
Guidelines for Teaching: Getting Started	353	(1)
Summary	354	(1)
Key Terms	355	(1)
Reflection Questions	355	(1)
Resources	356	(2)
Bilingual Special Education	358	(27)
Theresa A. Ochoa
Who Are the Students and How Many of Them Are There?	361	(2)
Foundations for Bilingual Special Education	363	(2)
Legislation	363	(1)
Litigation	363	(2)
Current Educational Policies	365	(1)
IDEA Requirements in the Evaluation of Students for Special Education	365	(1)
No Child Left Behind and LEPSPED Students	365	(1)
English Language Learners in Special Education	366	(3)
Overrepresentation in Special Education and Underrepresentation in Gifted and Talented Programs	367	(1)
Underidentification and Referral of Culturally and Linguistically Diverse Students for Special Education Evaluation	368	(1)
Understanding the Prereferral, Evaluation and Placement Processes	369	(9)
Prereferral Process	370	(1)
Identification and Referral for Special Education Evaluation	370	(1)
Guidelines for Teaching: Prereferral Checklist	371	(1)
Special Education Placement	371	(4)
Understanding Parental Involvement and Advocacy	375	(3)
Guidelines for Teaching: Helping Parents from Culturally Diverse Cultures Advocate for Their Children	378	(1)
Rethinking Identification and Referrals of English Language Learners for Special Education Services	378	(4)
Do We Really Want All CLD Students Out of Special Education?	379	(1)
How Do ELLs with Disabilities Benefit from Special Education?	379	(1)
Teaching Bilingual Special Education Students	380	(1)
Guidelines for Teaching: Reciprocal Reading Comprehension Strategy Instruction	381	(1)
Summary	382	(1)
Key Terms	383	(1)
Reflection Questions	383	(1)
Resources	383	(2)
School and Community	385	(57)
Examples of Community Programs	388	(2)
Community Programs in McAllen, Texas	388	(1)
Community Programs in Arlington County, Virginia	389	(1)
The Historical Context of Language Minority Communities	390	(7)
Stages of Pluralism in the United States	390	(3)
Court Cases as Reflections of Community Activism	393	(2)
Community-Initiated Bilingual Programs in the 1970s	395	(2)
Developing a Portrait of the Community	397	(21)
Community Observations: One Teacher's Perspective	399	(3)
Guidelines for Teaching: Characteristics of Ethnicity in the Community	402	(2)
Guidelines for Teaching: Four Stages of Adjustment Experienced by Newcomer Parents	404	(3)
The Socioeconomic Structure of the Community	407	(1)
Guidelines for Teaching: Socioeconomic Issues to Address in the Development of a Community Portrait	408	(1)
Guidelines for Teaching: Language Use in the Community	409	(1)
Language Use in the Community	410	(2)
Funds of Knowledge and Community-Based Research	412	(4)
Ethnographies as Resources	416	(2)
Pathways to Partnerships	418	(20)
Legislation for Parent Participation	420	(1)
Issues in the Development of Partnerships	421	(10)
Family Literacy Programs and Other School-Community Partnerships	431	(5)
Case Studies of Change from the Inside Out	436	(2)
Summary	438	(1)
Key Terms	439	(1)
Reflection Questions	439	(1)
Resources	440	(2)
Afterword	442
Eugene E. Garcia
Glossary	1	(1)
References	1	(1)
Credits	1	(1)
Index	1