Teaching English Language and Content in Mainstream Classes: One Class, Many Paths, 2nd edition
Published by Pearson (April 24th 2012) - Copyright © 2013
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The ideal resource for helping K-12 classroom teachers integrate content learning and English language learning into their classroom lessons, Teaching English Language and Content in Mainstream Classes presents practical, ready-to-use, research-based principles and strategies in a friendly writing style that clarifies concepts, defines key terms, and offers classroom teachers what they need to accelerate their students’ academic achievement. With it’s emphasis on techniques for developing reading, writing, and speaking skills in the content areas and it’s presentation of illustrative teaching vignettes to make the ideas clear, the new edition of this widely popular guide stands out from others on the market as a “must have” resource for teachers in today’s diverse classrooms.
Table of contents
Chapter 1 Principles of Integrated Language Teaching and Learning
Activity-Based Language Teaching and Learning Communicative Teaching and Learning
Chapter 2 Language Acquisition and Language Learning in the Classroom
What Do We Know about First Language Acquisition?
What Is the Nature of the First Language Environment?
How Do Acquisition and Learning Differ?
What Are Factors Affecting Language Acquisition in the Classroom?
What Strategies Do ELLs Use to Acquire Languages?
What Are the Characteristics of a Culturally and Linguistically
Appropriate Response to Intervention (RTI) Model?
What Are the Characteristics of an Effective Classroom Environment for ELLs?
What Are the Characteristics of Culturally and Linguistically Appropriate Tier 1 Instruction for ELLs?
What Are the Characteristics of Culturally and Linguistically Appropriate Tier 2 Instruction for ELLs?
Chapter 3 Culturally Responsive Instruction: Connecting with Home Culture
Culturally Responsive Instruction
What Are the Features of Culturally Responsive Instruction?
How Do Teachers Connect to The Homes and Families of Their Students?
How Can the School Community Support the Education of English Language Learners?
How Can the Community Outside the School Support the Education of ELLs?
How Does a Culturally Responsive Classroom Connect to Students’ Cultures, Languages, and Family in an RTI Model?
Chapter 4 Organizing the Classroom for Language Learning
First Things First: Feeling Ready to Learn
Organizing the Physical Environment to Promote Language Learning
Organizing the Classroom Social Environment to Promote Language Learning
English Language Instructional Programs
Organizing Instruction to Promote Language Learning
Chapter 5 Strategies for Oral Language Development
Conditions for Oral Language Learning
Academic Language Learning
Oral Language Development
Stages of Oral Language Development
Teacher Tools for Oral Language Development
Assessing Oral Language Development
Response to Intervention
Chapter 6 Oral Language Development in the Content Classroom
Content Learning and Oral Language Development
Oral Language Development Every Which Way
Listening In While Not Tuning Out
Assessing Listening and Speaking Skills in the Content
Chapter 7 Teaching Vocabulary to English Learners
Why Is learning vocabulary important for English learners?
What Do We Mean When We Speak of Vocabulary? How Many Words Do Students Need to Learn?
What Words Should We Teach?
What Are the characteristics of effective vocabulary instruction?
How Should we provide direct vocabulary instruction?
How Can we help learners develop Their own tools to deal with unknown words independently?
What Are Active Interactive Strategies to Support Vocabulary Development?
How Can we assess vocabulary development of English learners?
Chapter 8 Developing Literacy with English Learners: Focus on Reading
What Is Literacy?
What Is Unique About English Language Learners
Who Are Developing Literacy?
The Language/Literacy Matrix
What Tools and Strategies Can We Provide to Help ELLs
Issues in Literacy Development with Older English Learners 194
Assessing ELL Literacy Development 199
Chapter 9 Developing Literacy with English Learners: Focus on Writing
Why Teach Writing with English Learners?
How Does Writing Develop to ELLs?
Connecting Writing to Active, Communicative Language Teaching and Learning
Challenges of Teaching Writing to English Learners
Developing a Writing Environment
Getting Started: Interactive Writing
Scaffolding Learners Through the Writing Process
Issues in Teaching Writing to Students with Interrupted Formal Education (SIFE)
Chapter 10 Structuring and Planning Content-Language Integrated Lessons
Lesson Characteristics That Support Learning
A Lesson Format for Integrated Learning
Into the Lesson: Defining Objectives, Activating, and Preparing for Learning
Through the Lesson: Input for Active Understanding, Vocabulary Development, and Practical Purpose
Beyond the Lesson: Providing Reasons for Further Communication
Response to Intervention
Chapter 11 Assessment Tools for the Integrated Classroom
What Is Assessment?
What Are the Fundamental Principles of Classroom-BasedAssessment for ELLs?
What Are the Critical Factors Affecting the Assessment of ELLs
What Are Examples of Authentic, Performance-Based Classroom Assessment?
How Do Standards Affect Classroom Assessment?
Assessment for ELLs in an RTI Organizational Model
Chapter 12 Putting It All Together Thematically: Developing Content-Based Thematic Units
What Is Thematic Instruction?
Why Teach Thematically?
How Are Thematic Units Structured?
What About Standards in a Thematic Unit?
Organizing Content Curriculum in a Thematic Unit
Organizing Language Curriculum in a Thematic Unit
How Can Learning Strategies Be Incorporated into Thematic Instruction?
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