Top
| Preface | |
| Acknowledgements | |
| About the Authors | |
| Introduction | |
| Language Acquisition and Structure | |
| Second Language Acquisition and Learning: Theory and Practice | |
| Historical Theories of Language Development | |
| Current Theories of Language Development | |
| Second Language Acquisition: Psychological and Sociocultural Factors | |
| Psychological Factors | |
| Sociocultural Factors | |
| Language Structure and Use | |
| Language Universals | |
| The Structure of Language | |
| Language Functions | |
| Language Change | |
| Nonverbal Communication | |
| English Language Development, Content Instruction, and Bilingual Education | |
| English Language Development | |
| Teacher Delivery | |
| Methods for English Language Development | |
| Working with Paraprofessionals | |
| Content Area Instruction | |
| Principles of Specially Designed Academic Instruction in English | |
| Communication Skills | |
| Organizing for Instruction | |
| Content Area Application | |
| Theories and Methods of Bilingual Education | |
| Foundations of Bilingual Education | |
| Organizational Models: What Works for Whom? Instructional Strategies | |
| Bilingual Education at the Millennium | |
| Language and Content Area Assessment | |
| Purposes of Assessment | |
| Methods of Assessment | |
| State Mandates | |
| Limitations of Assessment | |
| Technical Concepts | |
| Culture and Cultural Diversity | |
| The Nature of Culture and Cultures in Contact | |
| The Nature of Culture | |
| Cultural Contact | |
| Cultural Diversity in the United States | |
| Historical Perspectives | |
| Demography | |
| Immigration and Migration | |
| Manifestations of Culture: Learning about Students | |
| What Teachers Need to Learn about Their Students | |
| How Teachers Can Learn about Their Students | |
| How Teachers Can Use What They Learn about Their Students (Culturally Responsive Pedagogy) | |
| Language Policies, Programs, and Issues | |
| The Role of Teachers in Language Planning and Policy | |
| Planning and Policy in the Classroom | |
| Policy at the School Level | |
| Policy in Local School Districts | |
| Community Support for Language Minority Students | |
| State Commissions and Professional Organizations | |
| Influencing Federal Policies | |
| Conclusions | |
| Theory and Practice: Elementary and Secondary Programs and Issues | |
| Help: A Holistic English Literacy Program for Multilingual Elementary Classrooms | |
| Secondary Education: Equity and Quality Issues for Language Minority Students | |
| The Continuity Model for English Language Development | |
| Bibliography | |
| Author Index | |
| Subject Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
