Succeeding with English Language Learners : A Guide for Beginning Teachers

by Thomas S. C. Farrell

• ISBN13: 9781412924382
• ISBN10: 1412924383
• Format: Hardcover
• Copyright: 2005-11-09
• Publisher: Corwin Pr

Summary

"Very relevant to the real-life teaching situations that first-year teachers often encounter." -Joanne Ho, English Department Chair Clark High School, Las Vegas, NV "Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom." -Elise Geither, Instructor Baldwin-Wallace College "The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion." -Theresa Rouse, Superintendent/Principal San Lucas Union School District, CA Novice teachers can apply best practices for a successful ELL classroom experience! This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more: Using different models for lesson planning Monitoring classroom behavior and interactions Using prepared skill-building activities or developing new ones Assessing students for placement in ESL or general education classes Reflecting and exploring the development of their own teaching practice This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students!

Table of Contents

Preface	ix
Acknowledgments	xi
About the Author	xiii
Teaching in the First Year	1	(16)
Exploratory Break 1.1: Teaching in the First Years	2	(1)
Exploratory Break 1.2: Stages of Development in the First Years	3	(2)
Exploratory Break 1.3: Stages of Development	5	(2)
Exploratory Break 1.4: Stacy's First Years of Development	7	(2)
Exploratory Break 1.5: Stacy's First Years of Support	9	(2)
Exploratory Break 1.6: Mentors	11	(1)
Exploratory Break 1.7: Teaching Load	12	(1)
Exploratory Break 1.8: Nature of Classes During the First Years	13	(1)
Exploratory Break 1.9: Helping Yourself	14	(1)
Chapter Reflection	15	(2)
Planning English Language Lessons	17	(14)
Exploratory Break 2.1: Why Plan Lessons?	18	(1)
Exploratory Break 2.2: Benefits of Planning Lessons	18	(2)
Exploratory Break 2.3: Lesson Plan Details	20	(1)
Exploratory Break 2.4: Writing Lesson Objectives	21	(1)
Exploratory Break 2.5: Lesson Design	22	(2)
Exploratory Break 2.6: Questions to Consider Before Lessons	24	(1)
Exploratory Break 2.7: Components of a Language Lesson	25	(1)
Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson	26	(1)
Exploratory Break 2.9: Questions for Students to Consider After the Lesson	26	(1)
Chapter Reflection	26	(5)
Classroom Management	31	(12)
Exploratory Break 3.1: Teacher: Manager or Conductor	31	(1)
Exploratory Break 3.2: Organizing the Class	32	(1)
Exploratory Break 3.3: Conducting Group Work	33	(2)
Exploratory Break 3.4: Dealing With the Disengaged ESL Student	35	(2)
Exploratory Break 3.5: Facilitating Classroom Communication	37	(1)
Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom	38	(1)
Exploratory Break 3.7: Facilitating Diversity	39	(1)
Exploratory Break 3.8: Facilitating Different Learning Styles	39	(1)
Exploratory Break 3.9: Looking Ahead	40	(1)
Chapter Reflection	40	(3)
Teaching Grammar	43	(14)
Exploratory Break 4.1: Teaching and Grammar	43	(2)
Exploratory Break 4.2: Grammar	45	(1)
Exploratory Break 4.3: Teaching Grammar	45	(2)
Exploratory Break 4.4: Inductive and Deductive Grammar Teaching	47	(3)
Exploratory Break 4.5: Why Is English So Hard?	50	(3)
Exploratory Break 4.6: Grammar Activity Using the CRISP Method	53	(1)
Exploratory Break 4.7: Create Your Own Grammar Activities Using the CRISP Method	54	(1)
Chapter Reflection	54	(3)
Teaching Writing	57	(16)
Exploratory Break 5.1: Writing	58	(1)
Exploratory Break 5.2: Purpose and Audience	58	(1)
Exploratory Break 5.3: Writing as Product	59	(1)
Exploratory Break 5.4: Writing as Process	60	(2)
Exploratory Break 5.5: Teaching Writing	62	(1)
Exploratory Break 5.6: Assumptions About Writing	63	(2)
Exploratory Break 5.7: Peer Evaluation	65	(3)
Exploratory Break 5.8: Peer Editing	68	(1)
Exploratory Break 5.9: Feedback	69	(1)
Exploratory Break 5.10: The Place of Grammar	70	(2)
Chapter Reflection	72	(1)
Teaching Speaking	73	(16)
Exploratory Break 6.1: Speaking a Second or Foreign Language	73	(1)
Exploratory Break 6.2: Rules of Face-to-Face Interaction	74	(1)
Exploratory Break 6.3: Turn Taking	75	(1)
Exploratory Break 6.4: Teaching Turn Taking	76	(1)
Exploratory Break 6.5: Establishing Topics	77	(1)
Exploratory Break 6.6: Topics	77	(1)
Exploratory Break 6.7: Conversation Breakdowns	78	(1)
Exploratory Break 6.8: Repair	79	(1)
Exploratory Break 6.9: Teaching Dimensions of Speaking	79	(1)
Exploratory Break 6.10: Accuracy Versus Fluency	80	(3)
Exploratory Break 6.11: Guidelines for Planning Speaking Lessons	83	(1)
Exploratory Break 6.12: Project Focus	84	(1)
Exploratory Break 6.13: Project Information	85	(1)
Exploratory Break 6.14: Class Project	86	(1)
Chapter Reflection	86	(3)
Teaching Reading	89	(18)
Exploratory Break 7.1: Reading Habits	89	(1)
Exploratory Break 7.2: Reading Definition	90	(1)
Exploratory Break 7.3: Models of Reading	91	(2)
Exploratory Break 7.4: Reading Strategy Profile	93	(1)
Exploratory Break 7.5: Reading Strategies	94	(1)
Exploratory Break 7.6: Prior Knowledge	95	(1)
Exploratory Break 7.7: Word Association	95	(1)
Exploratory Break 7.8: Direct Experience	96	(1)
Exploratory Break 7.9: Cinquain	97	(1)
Exploratory Break 7.10: Prediction	98	(1)
Exploratory Break 7.11: Skimming	99	(1)
Exploratory Break 7.12: Scanning	100	(1)
Exploratory Break 7.13: Teaching New Vocabulary	101	(4)
Exploratory Break 7.14: Text Structures	105	(1)
Chapter Reflection	105	(2)
Teaching Listening	107	(16)
Exploratory Break 8.1: Listening	107	(1)
Exploratory Break 8.2: Bottom-Up Processing	108	(1)
Exploratory Break 8.3: Top-Down Processing	109	(1)
Exploratory Break 8.4: Interactional Purposes	110	(1)
Exploratory Break 8.5: Transactional Purposes	111	(1)
Exploratory Break 8.6: Back-Channel Signals	112	(1)
Exploratory Break 8.7: Local, Global, and Transitional Repairs	113	(1)
Exploratory Break 8.8: Comprehension Checks	114	(5)
Exploratory Break 8.9: Soap Activities	119	(1)
Chapter Reflection	120	(3)
Language Assessment	123	(14)
Exploratory Break 9.1: Language Assessment	123	(1)
Exploratory Break 9.2: Reliability and Validity	124	(1)
Exploratory Break 9.3: Alternative Assessment	125	(1)
Exploratory Break 9.4: Criterion- and Norm-Referenced Assessment	126	(1)
Exploratory Break 9.5: Selected-Response Assessment	126	(1)
Exploratory Break 9.6: Multiple-Choice Tests	127	(1)
Exploratory Break 9.7: True/False Tests	127	(1)
Exploratory Break 9.8: Matching Tests	127	(1)
Exploratory Break 9.9: Short-Answer Tests	128	(1)
Exploratory Break 9.10: Essay Tests	128	(1)
Exploratory Break 9.11: Fill-in Tests	129	(1)
Exploratory Break 9.12: Oral Tests	129	(1)
Exploratory Break 9.13: Portfolios	130	(1)
Exploratory Break 9.14: Self-or Peer Assessment	131	(1)
Exploratory Break 9.15: Constructing Language Tests	131	(5)
Exploratory Break 9.16: Create Your Own Language Test	136	(1)
Chapter Reflection	136	(1)
Professional Development	137	(14)
Exploratory Break 10.1: Professional Development Needs Assessment	138	(5)
Exploratory Break 10.2: Opportunities for Reflection and Development	143	(1)
Exploratory Break 10.3: Action Research	144	(1)
Exploratory Break 10.4: Critical Incidents	145	(1)
Exploratory Break 10.5: Teaching Journal	146	(1)
Exploratory Break 10.6: Classroom Observations	147	(1)
Exploratory Break 10.7: Teacher Group Discussion	148	(1)
Chapter Reflection	148	(3)
References	151	(4)
Index	155