Mastering ESL and Bilingual Methods : Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students

by Herrera, Socorro G.; Murry, Kevin G.

• ISBN13: 9780205410606
• ISBN10: 020541060X
• Edition: 2nd
• Format: Package
• Copyright: 2011-01-01
• Publisher: Allyn & Bacon

Summary

Sure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: "In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?," students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text.

Author Biography

Kevin G. Murry is co-director of the CLASSIC ESL/Dual Language Program at Kansas State University.

Table of Contents

Preface	xiii
About the Authors	xxi
part one Hallmarks of Accommodative Instruction	1	(92)
Multidimensional Foundations of Methods for CLD Students	2	(28)
Demographic Patterns and Student Diversity	5	(1)
Teacher Preparation for Cultural and Linguistic Diversity in the Classroom	6	(1)
Describing Cultural and Linguistic Diversity in the Classroom	6	(5)
Key Terms and Acronyms	7	(1)
The CLD Student: Asset or Liability?	8	(3)
Understanding the Realities of Cultural and Linguistic Diversity in the Classroom	11	(19)
Expanding on the Prism Model	11	(1)
The Sociocultural Dimension of the CLD Student Biography	12	(18)
Cognitive and Academic Dimensions of Methods for CLD Students	30	(28)
The Cognitive Dimension of the CLD Student Biography	33	(12)
Cognitive Challenges	34	(6)
Cognitive Processes	40	(4)
Cognitive Dimension: Implications for Classroom and School Practice	44	(1)
The Academic Dimension of the CLD Student Biography	45	(13)
Academic Challenges	46	(3)
Academic Processes	49	(4)
Academic Dimension: Implications for Classroom and School Practice	53	(5)
Linguistic Dimension of Methods for CLD Students	58	(35)
The Linguistic Dimension of the CLD Student Biography	61	(4)
Dynamics of First Language Acquisition (FLA)	61	(1)
Differences between First and Second Language Acquisition	62	(2)
Demands of Second Language Acquisition (SLA)	64	(1)
Challenges of the Linguistic Dimension	65	(5)
Time Required for Second Language Acquisition	67	(1)
Exposure to Authentic Literacy Instruction and Activities	67	(3)
Processes of the Linguistic Dimension	70	(9)
Linguistic Process of Second Language Acquisition	70	(6)
Linguistic Process of Understanding Concepts about Print	76	(3)
Linguistic Dimension: Implications for Classrooms and School Practice	79	(14)
Instructional Planning for CALP Development in L1 and L2	79	(3)
Anticipating and Preassessing for the Array of Student Biographies	82	(1)
Fostering Communicative, Constructivist Language Acquisition Environments	83	(10)
part two Accommodation Readiness	93	(72)
Changing Perspectives in Platform Development for Instructional Methods	94	(30)
Effective Program Models for CLD Students: Research and Analysis	97	(5)
Predictors of Academic Success among CLD Students	97	(1)
Findings of Research: The Case for Bilingual Education	98	(1)
Bilingual Education and the SUP-CUP Distinction	99	(3)
When the Ideal Is Not Ideal	102	(2)
Complicating Variables	103	(1)
Range of Program Models for CLD Students	104	(13)
English as a Second Language (ESL)	105	(2)
Transitional Bilingual Education	107	(3)
Developmental Bilingual Education	110	(2)
Two-Way Immersion	112	(2)
Limited-Use Program Models	114	(3)
Sociopolitical Foundations of Quality Programming	117	(7)
Lau v. Nichols (1974)	118	(1)
Castaneda v. Pickard (1981)	119	(1)
Plyler v. Doe (1982)	119	(5)
A Framework of Accommodation Readiness	124	(41)
The Accommodation Readiness Spiral	127	(3)
Levels of Readiness	127	(2)
Forms of Readiness	129	(1)
Readiness for Critical Reflection on Practice	130	(4)
Reflection	133	(1)
Critical Reflection	133	(1)
Readiness for CLD Students and Families	134	(5)
Semistructured Conversations	136	(3)
Environmental Readiness	139	(4)
The External Environment	139	(2)
The Internal Environment	141	(2)
Curricular Readiness	143	(4)
Curriculum Trends	144	(1)
Curriculum Essentials	144	(3)
Programming and Instructional Readiness	147	(3)
Decision Making without a Current Program Model	147	(1)
Decision Making with a Current Program Model	148	(1)
Programming and Instructional Readiness through Advocacy	149	(1)
Readiness for Application and Advocacy	150	(15)
Readiness for Theory-into-Practice Applications	150	(1)
Readiness for Differentiated Instruction	151	(1)
Readiness for Advocacy	152	(13)
part three Professionalism in Practice	165	(198)
Planning and Grounding Instructional Methodology	166	(40)
Consistency in Nomenclature Enables Communication	169	(4)
Approach	170	(1)
Method	170	(2)
Strategy	172	(1)
Technique	173	(1)
Consistency: In Practice	173	(1)
Three Dominant Approaches to Second Language Instruction	174	(32)
Grammatical Approach	174	(6)
Communicative Approach	180	(8)
Cognitive Approach	188	(18)
The Integrated Content-Based Method of Instruction	206	(42)
Evolution of Content-Based Instruction	210	(1)
Content-Centered Methods of Instruction	211	(1)
Integrated Content-Based Instruction	211	(5)
Benefits of ICB Instruction for CLD Students	213	(3)
Delivering Integrated Content-Based Instruction	216	(32)
Planning an ICB Lesson	216	(13)
Instruction	229	(9)
Assessment	238	(3)
Concluding Thoughts	241	(7)
The Sheltered Method of Instruction	248	(48)
Realities of Sheltered Instruction	251	(6)
Variations on Sheltered Instruction	252	(5)
Myths and Misconceptions Associated with Sheltered Instruction	257	(4)
Types of Students	259	(1)
Language Proficiency of CLD Students	259	(1)
Standards of Best Practice	260	(1)
Specially Designed Academic Instruction in English (SDAIE)	261	(1)
The Sheltered Instruction Observation Protocol (SIOP)	261	(35)
Preparation	263	(7)
Instruction	270	(16)
Review and Assessment	286	(1)
Closing Thoughts on the SIOP Model of Sheltered Instruction	286	(10)
The CALLA Method of Instruction	296	(34)
Cognitive Methods and Learning Strategies	299	(2)
Crosslinguistic Strategies	300	(1)
Cognitive Teaching Methods for Instructing CLD Students	301	(29)
The CALLA Method	302	(28)
Achieving Standards-Driven Professional Practice	330	(33)
Nationally Recognized Standards for Teachers of CLD Students	333	(5)
NBPTS Standards	334	(3)
CREDE Standards	337	(1)
TESOL/NCATE Standards	337	(1)
CEEE Guiding Principles	337	(1)
Standards-Driven Reflection on Professional Practice	338	(17)
Benchmarks of Effective Practice	338	(2)
Key Facets of a Platform for Best Practice with CLD Students	340	(15)
Conclusion: Setting Goals for Professional Development	355	(8)
Appendix	363	(6)
Glossary	369	(4)
References	373	(18)
Name Index	391	(6)
Subject Index	397