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| Dedication | |
| Acknowledgments | |
| List of Tables | |
| List of Figures | |
| Preface | |
| Strategies for Teaching English Learners: A Summary | |
| Who Are English Learners and Their Teachers? | |
| The Profession of Teaching English Learners | |
| Who Are English Learners and What Are Their Needs? | |
| English as an International Language | |
| Professional Organizations for Teachers of English Learners | |
| Critical Roles for Teachers | |
| Educators as Critical Pedagogists | |
| A Critical Sociological Look at Language and Power | |
| Profession, Policy, and Power in the Education of English Learners | |
| Views of Teaching and Learning | |
| Philosophy, Psychology, Anthropology, Sociology, and Postmodern Pedagogy | |
| Philosophical Foundations of Education | |
| Educational Psychology: Behavioral Methods | |
| Educational Psychology: Cognitive Methods | |
| Humanistic Education: Affective and Emotional Factors | |
| Cultural Anthropology and Education | |
| Looking Forward: Postmodernism | |
| The Future of Teaching English Learners | |
| Performance-Based Learning | |
| Why Performance-Based Learning? | |
| What Is Performance-Based Learning? | |
| Standards-Based Learning | |
| What Is the Best Use of Assessment? | |
| What Is Performance Assessment? | |
| Methods of Assessment | |
| Identification, Assessment, and Placement of English Learners in the Schools | |
| Limitations of Assessment | |
| Academic Expectations | |
| Planning Instruction | |
| Matching Performance and Assessment | |
| Monitoring and Adjusting Instruction | |
| Learner Strategies and Learner-Focused Teaching | |
| Learner Control and Academic Competence | |
| Learner Autonomy: Self-management and Self-motivation | |
| What Are Learner Strategies? | |
| Indirect Strategies and Second Language Use | |
| Indirect Strategies: Learning Style Preferences | |
| Direct Strategies: Cognitive | |
| Direct Strategies: Metacognitive | |
| Direct Strategies: Social-Affective | |
| Direct Strategies: Study and Survival Skills | |
| ESL and the Content Areas | |
| Computer-Assisted Language Learning/Computer-Mediated Communication | |
| Learning Processes That Build on First Language | |
| Literacy and Power | |
| Reading Processes | |
| Writing Processes | |
| Listening Processes | |
| Speaking Processes | |
| The Imaginary | |
| The Importance of the Imaginary | |
| Exploring the Imagination | |
| Stimulating the Imagination Directly | |
| Drama in the Classroom | |
| Poetry and the Muse | |
| Music: Listening, Playing, Singing, Creating | |
| The Virtues of the Imaginary | |
| Grammar Through Integrated Language Skills and Wonderful English | |
| English Is Democratic and Creative | |
| Why Integrated Skills? | |
| Integrated Instructional Activities | |
| The History of English | |
| The Curiosity and Beauty of English | |
| Teaching Grammar | |
| Correct Usage and Discourse Competence | |
| Culturally Based Language Teaching | |
| Culture and Language Teaching | |
| The Skills and Responsibilities of the Intercultural Educator | |
| Culturally Derived Learning Styles and Strategies | |
| Culturally Compatible Instruction | |
| Assuming a Bicultural Identity | |
| Culture as Content | |
| Culture of the Target Language | |
| English Teaching Using the Native Culture | |
| Bias in Teaching About Culture | |
| Crosscultural Studies | |
| Using Intercultural Communication to Teach English | |
| Discourse in the Classrooms of English Learners | |
| What Is Classroom Discourse? | |
| What Discourse Genres Are Common in U. S. American Classrooms? | |
| Academic Language Proficiency | |
| Discourse that Affirms Students' Voices | |
| Dual Language Proficiency | |
| Schooling in Two Languages | |
| Dual Literacy Programs: An Introduction | |
| Biliteracy in a Two-Way Immersion Context | |
| Principles of Language Transfer | |
| Biliteracy and Biculturality | |
| Teaching English in Context | |
| Dialects in English | |
| Teaching Standard English: Who's Standard? | |
| Language Variety as a Goal of Instruction | |
| Situated Literacy and Academic Registers | |
| Building a Community of Learners | |
| What Is a Community of Learners? | |
| Why Involve Families? | |
| Community Funds of Knowledge | |
| Transformative School-Community Partnerships | |
| The Idea of Community | |
| Project-Based Learning | |
| Why Projects?Choosing a Project Topic | |
| Project Focus and Development | |
| Project Documentation and Evaluation.< | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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