Teaching Performance Expectations for Educating English Learners

by Balderrama, Maria V.; Diaz-Rico, Lynne T.

• ISBN13: 9780205422197
• ISBN10: 0205422195
• Edition: 1st
• Format: Paperback
• Copyright: 2005-11-01
• Publisher: Pearson

Summary

Teacher Performance Expectations for Educating English Learnersaddresses the needs of elementary and secondary teachers in multilingual classrooms, including second-language learning across multiple academic subjects. Renowned authors Mariacute;a V. Balderrama and Lynne Diacute;az-Rico provide in a single volume the techniques necessary to prepare teachers and other professionals to teach speakers of other languages and cultural backgrounds. This timely text is designed to be a comprehensive source of teaching techniques and effective educational practices, particularly those that meet Californiars"s standardized Teacher Performance Assessment that prospective teachers must take. This book specifically addresses those standards by presenting explicit expectations that challenge teachers in multilingual, multiethnic classrooms. Subscribing to a teaching approach that respects and builds second-language skills upon a foundation of native-language proficiency,Teacher Performance Expectations for Educating English Learnerscontains the most up-to-date techniques currently available for promoting linguistic proficiency and features multiple effective teaching methods for the educator of English learners. The main tenet of the book is that successful English language learning results from a combination of rich, interesting content instruction and a fast-moving, engaging curriculum.

Table of Contents

List of Tables, Figures, and Boxes	xiii
Preface	xvii
part I Expectations for Teaching Performance
Professional Preparation to Teach English Learners	1	(18)
English Learners in U.S. Schools	2	(2)
Schooling: An Academic and Linguistic Challenge	2	(1)
English Learners and the No Child Left Behind Act	3	(1)
Demographics of English Learners in the United States	4	(8)
English Learners: Geographic Distribution	5	(1)
Spanish-Speaking English Learners	6	(1)
Asian/Pacific English Learners	7	(1)
Putting Faces to Demographics	8	(1)
English Learners with Learning Challenges	8	(2)
Other Challenges Facing English Learners	10	(2)
A Critical Perspective	12	(1)
Challenges for Teachers	12	(1)
Teaching for Social Justice	12	(1)
The Professional Preparation of Teachers to Educate English Learners	12	(2)
Career Preparation for Teachers	13	(1)
Professional Organizations for Teachers	13	(1)
Information about Teaching English Learners	14	(1)
Teaching Performance Assessment: Focusing on the English Learner	14	(1)
An Award-Winning ELD Teacher	15	(4)
part II The Context of Teaching with Integrity
Teaching with Integrity	19	(21)
What Is Teaching with Integrity?	20	(13)
Willingness to Be Fully Human	21	(2)
High Academic Expectations for Students	23	(1)
Expertise in Content	24	(1)
Professional Ethics	25	(1)
Intercultural Repertoire	25	(1)
Clarity of Vision	25	(8)
Teaching with Integrity and the Process of Instruction for English Learners	33	(6)
The Foundations of Instruction	33	(2)
Teacher Planning	35	(2)
Instructional Application	37	(1)
Assessment of Instruction	38	(1)
Conclusion: Teaching with Integrity and the Process of Instruction	39	(1)
part III Foundations for Instruction
Knowledge about the Learner	40	(37)
Learning about the Learner to Adapt Instruction	40	(1)
Learner's Background	41	(9)
Name and Identity	41	(4)
Issues of Age	45	(2)
Grade-Level Performance	47	(1)
First-Language (L1) Proficiency	48	(1)
Types of Bilingualism	48	(1)
Previous Second-Language (L2) Experience	49	(1)
Previous Academic Success	50	(1)
The Learner's Likes and Dislikes	50	(1)
Cognitive Psychological Factors	50	(6)
Learning Styles	51	(3)
Learning Strategies	54	(2)
Social-Emotional Psychological Factors	56	(5)
Motivation	57	(1)
Self-Esteem	57	(1)
Anxiety	58	(1)
Attitudes about Learning	59	(1)
Level of Oral Interaction with Peers	60	(1)
Sociocultural Factors	61	(5)
Family Background	62	(1)
L1 and L2 Use in Home and Community	62	(1)
Degree of Family Acculturation	63	(2)
Institutional Support for the Primary Language	65	(1)
Societal-Contextual Factors	66	(11)
Differential Status of Languages	66	(2)
Dialects and Standard Languages	68	(1)
Teachers' Attitudes toward Bilingualism	69	(1)
Social Class Issues	69	(1)
Cultural Patterns and Organization of Schools	70	(3)
Prejudice, Racism, and Discrimination	73	(4)
Theories of Learning and Second-Language Acquisition	77	(28)
Theories of Learning	78	(14)
Traditionalism and Rationalism	78	(1)
Progressivism in Opposing Trends	79	(1)
Behaviorism	79	(1)
Cognitivism	80	(9)
Constructivism	89	(1)
Humanistic Teaching	90	(1)
Sociocultural Theory	91	(1)
Theories of Language Acquisition	92	(13)
First-Language Acquisition	92	(4)
Second-Language Acquisition	96	(9)
Pedagogy for English Learners	105	(34)
Key Assumptions Underlying Effective Pedagogy	106	(2)
Clarity in How and What to Teach	106	(1)
More Than Methods and Good Intentions	106	(1)
Democratic Practices as Pedagogy	107	(1)
Bilingualism as an Asset	107	(1)
Pedagogical Theories, Principles, and Practices for Comprehensive Instruction of English Learners	108	(6)
Community-Sensitive Curriculum: Funds of Knowledge	108	(1)
Teaching Responsively to Learners' Family and Cultural Backgrounds	109	(3)
Classroom Management Aligned with Humanistic Education	112	(2)
Conversational versus Academic Language	114	(3)
Language Functions	114	(1)
Cognitive Academic Language Proficiency	115	(2)
Specially Designed Academic Instruction in English	117	(11)
What Is SDAIE?	117	(2)
SDAIE: Overview of Core Elements	119	(1)
Access to Content	119	(2)
Creating Meaning through Connections	121	(2)
Comprehensibility	123	(3)
Interaction	126	(1)
Assessment: Formal and Informal	127	(1)
Reflection/Critical Stance	128	(1)
Questioning Strategies for English Learners	128	(4)
Core Elements and Goals of Good Questions	128	(1)
Classroom Discourse Patterns	129	(1)
Sociocognitive Aspects of Questioning	129	(1)
Questions at Various Levels	129	(2)
Questions That Match Student Needs	131	(1)
Increasing Wait Time	131	(1)
Questioning Our Questioning	132	(1)
Challenging Students to Perform to Their Potential	132	(1)
Learning Strategies	133	(1)
The CALLA Model as Strategic Teaching	134	(1)
Strategic Instructional Practices for English Learners	134	(1)
Service Learning	134	(1)
Computer-Based Education	135	(3)
Definitions Pertaining to Computers in the Classroom	135	(1)
Benefits of Computer-Assisted Instruction	136	(1)
The Best Use of Computers	137	(1)
Conclusion: Pedagogy for English Learners	138	(1)
part IV Planning Standards-Based Instruction
Integrity in Designing and Planning Instruction for English Learners	139	(21)
Teaching with Integrity and Standards	139	(6)
Standards: A Brief History	140	(1)
What Is Standards-Based Instruction?	141	(1)
What Is Performance-Based Instruction?	141	(1)
Standards-Based Instruction and Curriculum Objectives	141	(1)
Standards-Based Instruction for English Learners	142	(2)
Standards for Teachers	144	(1)
Standards for Teachers of English Learners	145	(1)
Standards and Testing: The Stakes Are High	145	(3)
Testing: The Pressure Is On	146	(1)
Assumptions Underlying Reform	147	(1)
Standards versus Learners' Needs	147	(1)
Identification, Assessment, Placement, and Reclassification of English Learners	148	(2)
Identification	148	(1)
Assessment	149	(1)
Placement	150	(1)
Reclassification/Redesignation	150	(1)
Lesson Planning	150	(7)
The Research on Lesson Planning	151	(1)
Planning to Teach English Learners	151	(5)
The Lesson Adapted to the English Learner	156	(1)
What Teachers Need to Know to Adapt Lessons	157	(1)
Conclusion: What Makes an Effective Instructional Plan?	157	(3)
Critical Stance	158	(1)
Teaching to the Humanity of Students	159	(1)
The Art and Science of Teaching	159	(1)
part V Instructional Applications
Promoting Academic Achievement of English Learners	160	(36)
Content Standards for English Learners	161	(1)
Academic Content in Multiple Subjects	161	(11)
Elementary School Mathematics	161	(2)
Elementary School Social Studies	163	(2)
Elementary School Science	165	(2)
Physical Education in the Elementary School	167	(1)
Music in the Elementary School	168	(1)
Visual and Performing Arts in the Elementary School	169	(3)
Middle and High School Academic Content Instruction	172	(23)
Secondary School Mathematics	172	(4)
Social Sciences and the Adolescent English Learner	176	(2)
Secondary School Science	178	(6)
Language Arts in the Secondary School	184	(6)
Physical Education, Adolescents, and Lifelong Fitness	190	(2)
Music in the Secondary School	192	(2)
Visual Arts in the Secondary School	194	(1)
Conclusion: Promoting Achievement through Academic Curricula	195	(1)
English-Language Development	196	(44)
The Connection between English-Language Development Standards and Instruction	197	(1)
English-Language Development Curriculum Issues	198	(7)
Interlanguage Theory and ELD Teaching	200	(1)
ELD Respects and Builds on the Language Produced by the Learner	200	(1)
ELD Fully Engages and Develops the Mind	200	(2)
ELD Combines with Educational Psychology to Address the Needs of the Learner	202	(1)
ELD Builds Language Acquisition through Social Functions	202	(1)
ELD Is Integrated with Academic Instruction	202	(1)
The Four-Part Literacy Curriculum	202	(3)
Student Characteristics in ELD Classrooms	205	(1)
Commitment to Dual-Language Proficiency	205	(1)
The Political Context of ELD Pedagogy	206	(1)
Oracy in English-Language Development	206	(7)
Goals of Oral Language Development	207	(1)
Listening Processes	207	(2)
Speaking Processes	209	(4)
Reading Processes in English-Language Development	213	(21)
Standards-Based Reading Instruction	214	(1)
Emergent Literacy	214	(2)
The Basics of Learning to Read	216	(3)
Reading Strategies	219	(1)
The Three-Stage Reading Process and the Reader's Schemata	220	(6)
Teaching Literature	226	(8)
Writing Processes in English-Language Development	234	(4)
The Role of Writing in Academic Literacies	235	(1)
The Writing Workshop	236	(2)
Conclusion: Best Principles and Practices in Oracy and Literacy	238	(2)
Dual-Language Development	240	(36)
Bilingual Education: Rationale and Roots	240	(15)
Linguistic Multicompetence as a Goal	241	(1)
Why Become Bilingual?	241	(2)
The History of Bilingual Education in the United States	243	(12)
Dual-Language Development Programs: Bilingualism and Biliteracy	255	(8)
Maintenance Bilingual Programs	255	(3)
Two-Way Bilingual Education Programs	258	(5)
Transitional Bilingual Education (TBE) Programs	263	(5)
Early-Exit Programs	263	(2)
Structured English Immersion (SEI) Programs	265	(1)
Newcomer Programs	266	(2)
Submersion (Sink-or-Swim)	268	(1)
Second-Language Study for Monolingual English Speakers	268	(7)
Foreign Language in the Elementary School (FLES)	268	(6)
Second/Foreign-Language Immersion Programs for Language-Majority Students	274	(1)
Achieving a Linguistically Multicompetent Society	275	(1)
part VI Assessment and Accountability for Students
The Assessment of English Learners	276	(15)
Types of Assessment	277	(6)
Assessment Terms	277	(1)
Classroom Assessment	278	(4)
Achievement and Proficiency Tests	282	(1)
Limitations of Assessment	283	(2)
Difficulties in the Testing Situation	284	(1)
Test Bias	284	(1)
Technical Concepts	285	(1)
Validity	285	(1)
Reliability	285	(1)
Practicality	285	(1)
Assessing English Learners with Special Needs	285	(1)
Student Errors in Oral and Written Language	286	(4)
Errors as Indicators of Language Learning	286	(1)
Anticipating Errors	287	(1)
Students' Awareness of Error	287	(1)
Correcting Errors	288	(1)
The Writing Process as Error Correction	289	(1)
Assessing with Integrity	290	(1)
Accountability to Families and Community	291	(18)
Forming a Community of Learners	292	(4)
The Classroom as a Community	293	(1)
The Culture of the School and Classroom	293	(1)
The Relation of Cultural Values and Schooling	294	(2)
Family Involvement in Schooling	296	(7)
What Is Family Involvement?	296	(1)
Families' Rights to Due Process	297	(1)
Issues in Family Involvement	297	(2)
Barriers in Family-School Communication	299	(1)
Enhancing Home-School Communication	300	(1)
Family-Teacher Conferences	300	(1)
How Families Can Assist in a Child's Learning	301	(2)
A Model of Home-School Relationships	303	(1)
Transformative School-Community Partnerships	303	(3)
Getting to Know the Community	303	(1)
Community Support for English Learners	303	(3)
Working with Para-Educators	306	(3)
Planning That Includes Assistants	307	(1)
Instructional Roles of Para-Educators	307	(2)
part VII Assessment and Accountability for Teachers
Analyzing an Instructional Plan and Adapting It for English Learners	309	(9)
Expectations for Adapting Instruction	309	(1)
Analyzing the Lesson with the Needs of the English Learner in Mind	310	(2)
About the English Learner	310	(1)
Example of the Learner's Language Skills	310	(2)
Analyzing the Example of the Learner's Language Skills	312	(1)
Analysis of the Lesson Plan	312	(1)
Instructional Adaptations	312	(4)
Adaptations to the Lesson Objectives	312	(2)
Adaptations to the Lesson Activities	314	(1)
Adaptations to the Lesson Assessments	315	(1)
Conclusion: Reflections on the Success of the Adapted Lesson	316	(2)
Glossary	318	(6)
Bibliography	324	(15)
Author Index	339	(4)
Subject Index	343