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Summary

Teaching Learners of English in Mainstream Classroomsis a unique resource designed to help K-8 classroom teachers integrate language learning into the content curriculum. This book helps teachers teach their grade level curriculum even though they may have English language learners in their classrooms. By using the strategies provided, teachers can promote content achievement for all of their students. Specificially written for content teachers, Linda New Levine and Mary Lou McCloskeyrs"s clear and friendly writing style emphasizes practical application of known second language learning principles. The authors offer classroom teachers practical strategies and tools to integrate content and language learning, accelerating the academic achievement of their students. Techniques for developing reading writing and speaking skills in the content areas are also emphasized.

Author Biography

Dr. Linda New Levine is a consultant for public school teachers of language learning children and for programs for teaching English as a Foreign Language in both primary and secondary classrooms and holds a Masters in TESOL and a Ph.D. in Applied Linguistics from New York University. . She has been a teacher of English as a Second Language and a Staff Development Facilitator for the Bedford Central school district, New York. Levine was an adjunct assistant professor of ESL Methods and Materials for school-age children at Teachers College, Columbia University and has written Elementary ESL curriculum and conducted numerous workshops with ESL, EFL and mainstream teachers in the United States, Europe, Africa and Asia.

Dr. Mary Lou McCloskey, former President of TESOL, is Director of Teacher Education and Curriculum Development for Educo in Atlanta. As a consultant and author in the field of English language education, she has worked with teachers, teacher educators, and departments and ministries of education on five continents and in 35 of the 50 United States. Current projects include Teaching Tolerance through English, a project with teens and teachers in Central Europe; working as consultant to the FugeesFamily, a nonprofit group that serves school-age refugees in Atlanta, on ways to best develop literacy; and an anthology of contemporary literature for teens learning English. Author of many professional books and programs for learners, including On Our Way to English, Voices, Visions and McDougal Littell Literature. McCloskey considers her most important credential, however, her years of experience with multilingual, multicultural learners and teachers, from pre-school through postgraduate.

List of Tables
Figures, and Photos
Introduction
Language Acquisition and Language Learning in the Classroom
What do we know about first language acquisition?
Language acquisition is universal
Language acquisition is natural
Language acquisition does not require instruction What is the nature of the first language environment?
Children are immersed in language
Language is highly contextualized
Language is a tool for purposeful use
Children are physically active while learning languages
Acquisition occurs within a social environment
Children choose those aspects of language they wish to acquire
Language acquisition is emotionally embedded
Language acquisition is an integrated learning experience How is learning
a second language in the classroom different from acquiring a first language?
The acquisition and learning hypo
The natural order hypothesis
The input hypothesis
The affective filter hypothesis
The monitor hypothesis What are factors affecting acquisition?
Limited language input
Classroom organization
High content and language level
Academic and social language
Negative Bias
Cognition, age, and social/cultural differences
Error correction
Culture shock What strategies do ELLs use to acquire languages?
Overgeneralization
Table of Contents provided by Publisher. All Rights Reserved.

Supplemental Materials

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