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Dr. Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development. Her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has published three books with Allyn and Bacon, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.
Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and is the Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for CLD students whose first language is not English and transnational students. Dr. Murry's recent research has emphasized differentiated assessment strategies for CLD students, the professional development of highly-qualified teachers for ELL students, the linguistic and cross-cultural dynamics of ESL instruction, and school restructuring for linguistic diversity. Dr. Murry’s recent publications have appeared in the Journal of Teaching and Learning, Reading and Writing Quarterly, AACTE Briefs, the Journal of Latinos and Education, as well as, Teacher Education and Practice.
contents
Preface
About the Authors
part one
Hallmarks of Accommodative Instruction
chapter 1
Multidimensional Foundations of Methods for CLD Students
Demographic Patterns and Student Diversity
Teacher Preparation for Cultural and Linguistic
Diversity in the Classroom
Describing Cultural and Linguistic Diversity in the Classroom
Key Terms and Acronyms
The CLD Student: Asset or Liability?
Understanding the Realities of Cultural and
Linguistic Diversity in the Classroom
Expanding on the Prism Model
The Sociocultural Dimension of the CLD Student Biography
chapter 2
Cognitive and Academic Dimensions of Methods for CLD Students
The Cognitive Dimension of the CLD Student Biography
Cognitive Challenges
Cognitive Processes
Cognitive Dimension: Implications for Classroom and School Practice
The Academic Dimension of the CLD Student Biography
Academic Challenges
Academic Processes
Academic Dimension: Implications for Classroom and School Practice
chapter 3
Linguistic Dimension of Methods for CLD Students
The Linguistic Dimension of the CLD Student Biography
Dynamics of First Language Acquisition (FLA)
Differences between First and Second Language Acquisition
Demands of Second Language Acquisition (SLA)
Challenges of the Linguistic Dimension
Time Required for Second Language Acquisition
Exposure to Authentic Literacy Instruction and Activities
Processes of the Linguistic Dimension
Linguistic Process of Second Language Acquisition
Linguistic Process of Understanding Concepts about Print
Linguistic Dimension: Implications for Classrooms
and School Practice
Instructional Planning for CALP Development
in L1 and L2
Anticipating and Preassessing for the Array
of Student Biographies
Fostering Communicative, Constructivist Language
Acquisition Environments
part two
Accommodation Readiness
chapter 4
Changing Perspectives in Platform Development for Instructional Methods
Effective Program Models for CLD Students: Research and Analysis
Predictors of Academic Success among CLD Students
Findings of Research: The Case for Bilingual Education
Bilingual Education and the SUP—CUP Distinction
When the Ideal Is Not Ideal
Complicating Variables
Range of Program Models for CLD Students
English as a Second Language (ESL)
Transitional Bilingual Education
Developmental Bilingual Education
Two-Way Immersion
Limited-Use Program Models
Sociopolitical Foundations of Quality Programming
Lau v. Nichols (1974)
Castañeda v. Pickard (1981)
Plyler v. Doe (1982)
chapter 5
A Framework of Accommodation Readiness
The Accommodation Readiness Spiral
Levels of Readiness
Forms of Readiness
Readiness for Critical Reflection on Practice
Reflection
Critical Reflection
Readiness for CLD Students and Families
Semistructured Conversations
Environmental Readiness
The External Environment
The Internal Environment
Curricular Readiness
Curriculum Trends
Curriculum Essentials
Programming and Instructional Readiness
Decision Making without a Current Program Model
Decision Making with a Current Program Model
Programming and Instructional Readiness through Advocacy
Readiness for Application and Advocacy
Readiness for Theory-into-Practice Applications
Readiness for Differentiated Instruction
Readiness for Advocacy
part three
Professionalism in Practice
chapter 6
Planning and Grounding Instructional Methodology
Consistency in Nomenclature Enables Communication
Approach
Method
Strategy
Technique
Consistency: In Practice
Three Dominant Approaches to Second
Language Instruction
Grammatical Approach
Communicative Approach
Cognitive Approach
chapter 7
The Integrated Content-Based Method of Instruction
Evolution of Content-Based Instruction
Content-Centered Methods of Instruction
Integrated Content-Based Instruction
Benefits of ICB Instruction for CLD Students
Delivering Integrated Content-Based Instruction
Planning an ICB Lesson
Instruction
Assessment
Concluding Thoughts
chapter 8
The Sheltered Method of Instruction Realities of Sheltered Instruction
Variations on Sheltered Instruction
Myths and Misconceptions Associated with Sheltered Instruction
Types of Students
Language Proficiency of CLD Students
Standards of Best Practice
Specially Designed Academic Instruction in English (SDAIE)
The Sheltered Instruction Observation Protocol (SIOP)
Preparation
Instruction
Review and Assessment
Closing Thoughts on the SIOP Model of Sheltered Instruction
chapter 9
The CALLA Method of Instruction Cognitive Methods and Learning Strategies
Crosslinguistic Strategies
Cognitive Teaching Methods for Instructing CLD Students
The CALLA Method
chapter 10
Achieving Standards-Driven Professional Practice
Nationally Recognized Standards for Teachers of CLD Students
NBPTS Standards
CREDE Standards
TESOL/NCATE Standards
Standards-Driven Reflection on Professional Practice
Benchmarks of Effective Practice
Key Facets of a Platform for Best Practice
with CLD Students
Conclusion: Setting Goals for Professional
Development
Appendix
Glossary
References
Name Index
Subject Index
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