Professional Texts
This practical, hands-on book provides 50 carefully-chosen strategies to help ELL pupils understand content materials while perfecting their skill at speaking, reading, writing, and listening in English. Each strategy is accompanied by a definition, rationale, and step-by-step implementation instructions; and, all are specifically tied to the most current ELL standards. Included use of current Teachers of English to Speakers of Other Languages(TESOL) standards ensures future teachers learn strategies that support TESOL's three goals, nine standards, and three grade-level groupings–supports teachers' documentation of standards-based planning and teaching, as well as monitoring and individualization of instruction for ELL.
Organized into five sections which flow easily from theory and planning, through learner involvement and vocabulary building, to increasing comprehension. Numerous strategies in the theoretical overview section, plus suggestions for assessment integrated into many strategies in other sections. Provides a repertoire of non-traditional assessment ideas such as anecdotal records, performance samples, and portfolios. Integrates material on the use of educational technology such as the internet, visual aids, etc. Includes thorough, concise summary of relevant research from Krashen, Cummins, Terrell, Swain, Asher, and others.
Organized into five sections which flow easily from theory and planning, through learner involvement and vocabulary building, to increasing comprehension. Numerous strategies in the theoretical overview section, plus suggestions for assessment integrated into many strategies in other sections. Provides a repertoire of non-traditional assessment ideas such as anecdotal records, performance samples, and portfolios. Integrates material on the use of educational technology such as the internet, visual aids, etc. Includes thorough, concise summary of relevant research from Krashen, Cummins, Terrell, Swain, Asher, and others.
Teaching reading to children in a language that is not their own is a daunting task. Combining the best classroom practices and research on teaching reading and language acquisition, Mary Cappellini integrates effective reading instruction with effective language instruction. Through the framework of a balanced reading program, she emphasizes the importance of constantly listening for and assessing children's language and reading strategies during read aloud, shared reading, guided reading, and independent reading, including literature circles.
Mary plans and demonstrates whole-class, small-group, and individual reading instruction using a model of "reading to, with, and by children" with fiction and nonfiction texts. She works in the primary and upper grades with children at all stages of English language development and at all developmental reading levels. With on-going assessments based on those interactions, she shows how to plan for more effective instruction. Mary constantly questions and discusses whether the child needs more support in language development or in developing reading strategies, breaking down assumptions that equate a low level of English proficiency with a lack of reading strategies, or English language fluency with accomplished reading skills.
Through the use of wonderful literature, and by maintaining a focus on the children's strengths, needs, prior knowledge, and interests, Mary constantly challenges students as they develop their fluency in English while becoming fluent readers.
Mary plans and demonstrates whole-class, small-group, and individual reading instruction using a model of "reading to, with, and by children" with fiction and nonfiction texts. She works in the primary and upper grades with children at all stages of English language development and at all developmental reading levels. With on-going assessments based on those interactions, she shows how to plan for more effective instruction. Mary constantly questions and discusses whether the child needs more support in language development or in developing reading strategies, breaking down assumptions that equate a low level of English proficiency with a lack of reading strategies, or English language fluency with accomplished reading skills.
Through the use of wonderful literature, and by maintaining a focus on the children's strengths, needs, prior knowledge, and interests, Mary constantly challenges students as they develop their fluency in English while becoming fluent readers.
- Included in this text are:
- how to set up an environment that will allow all English language learners to succeed;
- the stages of English language proficiency and stages of reading development—how they compare and how to use them to assess and plan for individual children;
- A focus on tapping into children's prior knowledge in their primary language while teaching reading in English and using Spanish/English cognates to help develop academic language;
- a collection of in-depth lessons and mini-lessons based on children's language proficiency and reading strategy needs with ongoing assessment, teacher reflection, and with an emphasis on choosing the right books to match their reading and language level;
- how to manage numerous guided reading groups with children of all stages of reading and language proficiency;
- thematic planning, with sample units for primary and upper grades, to support academic language and meet content standards;
- ideas for literacy evenings, school tours, and other events to involve parents with the learning community;
- extensive resources: numerous forms and checklists—observation sheets, planning sheets, literature response sheets, focus sheets for shared and guided reading, and more. Also included are lists of books for read alouds, shared reading, and thematic units, and lists of recommended guided reading series appropriate for English language learners.
When the issue of serving language minority students in United States schools is raised, issues of race, gender, sexual orientation and other forms of diversity sooner or later become part of the conversation. In her new book, Language, Culture and Teaching: Critical Perspectives for a New Century, Sonia Nieto brings the domains of TESL/Bilingual Education and Multicultural Education together as two, traditionally separate professional communities that are linked by common historical roots and complementary goals (p. 84). In order to serve all students equitably, Nieto proposes transforming the way multicultural education is viewed and implemented in K-12 teaching, and in teacher education.
This publication explains how to teach students to produce well written and analytic work, offering essays, lesson plans, and a collection of student writing, all rooted in a focus on language arts teaching for social justice. The eight chapters look at: (1) "Building Community out of Chaos" (e.g., inviting students' lives into the classroom and childhood narratives); (2) "Unlearning the Myths That Bind Us" (e.g., critiquing cartoons and society and praising poems); (3) "Writing the Word and the World" (e.g., forgiveness poems and acting for justice); (4) "The Politics of Language" (e.g., teaching about language and society and enticing reluctant readers to read); (5) "Poetry" (e.g., promoting social imagination through interior monologues and the poetry of protest); (6)"Immigration" (how students can teach their teachers about immigration); (7) "Portfolios" (portfolios and basketball); and (8) "Untracking English" (creating quality education for all students). Some chapters include class activities.
"Teaching English Language Learners: A Differentiated Approach to Language Development,"
by Doug Fisher and Carol Rothenberg
Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this text will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This text is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. Features of this text:
by Doug Fisher and Carol Rothenberg
Are you looking for a methods book to facilitate literacy and academic development in your K-12 classroom? Building on a solid foundation in language acquisition and learning theory, this text will show you how to examine your own practice and design lessons that consider the individual needs of English language learners and accelerate their achievement. This text is designed to help your students develop proficiency in both everyday and academic English while developing listening, speaking, reading, and writing skills. It also serves as a great guide for promoting high-level, high-quality, and high-expectation instruction with respect to language, literacy development, and academic achievement for all of your students. Features of this text:
- Constructed from a strong research base, each chapter highlights specific research topics to provide you with practical ideas in applying this research to your own practices.
- "Accessing Prior Knowledge Activities" allow you to engage your own background knowledge in visualizing, brainstorming, previewing, reflecting, and observing to help you get the most from each chapter.
- "Spotlight on Instruction" features visit classrooms of effective teachers of English language learners providing an authentic context as you learn.
- "Application to Practice" case studies build upon one another from chapter to chapter illustrating how to apply this growing wealth of strategies in your own classroom.
- "Teacher Tools" in the back of this book provide a collection of reproducibles for use in your classroom, including planning tools, writing assignments, and self reflection tools.
This is a comprehensive text on English language learner education for students in elementary and secondary teacher education, reading/literacy, special education, TESOL, bilingual education, and educational leadership programs. It addresses state mandates in ELL education and prepares educators to meet state competency requirements.
It includes an interactive companion website that takes advantage of the collaborative technologies of web 2.0.
Students will learn to
It includes an interactive companion website that takes advantage of the collaborative technologies of web 2.0.
Students will learn to
- Identify sociocultural characteristics of ELLs
- Apply theories of second language acquisition, literacy development, and culture to practice
- Teach oral language, reading, and writing to ELLs
- Make content comprehensible to ELLs
- Make research-based decisions about effective policies, programs, and assessments for ELLs
- Teach social and academic language (oral and written) across the currciculum to ELLs
- Make subject-area content comprehensible to ELLs
- Use the primary language and technology to support learning
- Integrate ELLs into the academic mainstream