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Brief Contents | |
Journey of English Language Learners, Past and Present | |
Foundations of English Language Learning-Thoery to Practice | |
Getting to know the English Language Learner | |
Pre-Planing and Planning Instruction for the English Language Learner | |
Interactive Teaching Stratgies for Englishlanguage Learners | |
Teaching Academic Content to English Language Learners | |
Teaching English Language Learners in the Content | |
Areas: Language Arts,Social Studies, Math and Science | |
Actively Assessing and Monitoring Academic | |
Progress of English Language Learners in the General Education Classroom | |
Motivational and Classroom Management | |
Strategies for English Language Learners | |
Facilitating School, Family, and Community Involvement for the English Language Learner | |
Detailed Contents | |
Preface | |
Journey of English Language Learners, Past and Present | |
Introduction | |
Focus Questions | |
Classroom Scenario | |
Analysis of Scenario | |
Guiding Discussion Questions | |
Author's Insight | |
What Research Tells Us | |
Immigration in the Past-Assimilationist | |
Immigration Trends Today-Cultural Pluralism | |
Reality of Classrooms Today | |
Classroom Apppliction Strategies | |
Steps for Identification of English Language Learner | |
Placement Possibilities for English Language Learner | |
TESOL Compliance | |
Commonly Used Terminology | |
Identifying Language Levels of Students | |
No Child Left Behind and the Classroom Teacher | |
Chapter Summary | |
Reflective Chapter Questions | |
Suggested Field-Based Activites for Pre-Service and In-Service Teachers | |
References | |
Foundations of English Language Learning- Thoery to Practice | |
Introduction | |
Focus Questions | |
Classroom Scenario | |
Analysis of scenario | |
Guiding Discussion Questions | |
Author's Insight | |
What Research Tells USA | |
Brief Overview of First Language Development from Birth to Eight Years | |
The Connection between First Language and Second Language Literacy Development | |
Language Differences | |
An Overview of Second Language Development Theory | |
Basic Interpersonal Communicative Skills (BICS) | |
Cognitive Academic Language Proficiency Skills (CALPS) | |
Transitioning from BICS to CALPS | |
Cognitive Benefits of Knowing a Second Language | |
Classroom Apppliction Strategies | |
Teacher Support Strategies during Language Development from BICS to CALPS | |
Literacy Gaps | |
Comprehensible Input | |
Communication not Perfection | |
No Teacher Left Behind | |
Understanding Linguistic Terms | |
Chapter Summary | |
Reflective Chapter Questions | |
Suggested Field-Based Activites for Pre-Service and In-Service Teachers | |
References | |
Getting to Know the English Language Learner | |
Introduction | |
Focus Questions | |
Classroom Scenario | |
Analysis of scenario | |
Guiding Discussion Questions | |
Author's Insight | |
What Research Tells Us | |
What Teachers and School Need to Understand about English Language Learners | |
Emotional/psychological needs | |
Cultural needs | |
Cognitive needs | |
Learning style needs: field dependent and field independent learners | |
Linguistic needs | |
What English Language Learners Want Teachers to Know About Themselves: The Students Voice | |
Classroom Apppliction Strategies | |
Caring for the Emotional Needs of English Language Learner | |
Teacher Support Strategies for the Ell Student | |
Caring for the | |
Table of Contents provided by Publisher. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.