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Preface | |
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Foreward | |
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Prologue: Carlos's Story | |
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Students | |
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What Do We Mean by Bilingual Education and ESL? | |
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Demographics | |
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Types of Language Minority Students | |
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Student and Family Background | |
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What Happens at School | |
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Discovering the Student | |
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Program Models | |
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ESL Pullout | |
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Newcomer Programs | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Policy and Programs | |
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The Politics of Bilingual Education | |
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Historical Background | |
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Historical Overview of Title VII Legislation, 1968-2001 | |
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"No Child Left Behind" (PL 107-110, 115 Stat. 1425, 2002) | |
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Court Decisions and the Office for Civil Rights | |
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State Policies | |
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Leading School Reform at the Local Level | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Teaching | |
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Portrait of a Traditional Classroom | |
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The Workplace of the Twenty-first Century | |
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Passive Learning | |
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Active, Inquiry-Based Learning | |
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Activating Students' Prior Knowledge | |
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Cooperative Learning | |
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Accelerated Learning | |
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Critical Pedagogy | |
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Art | |
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Technology | |
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Music | |
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Weaving It All Together | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Language | |
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Language Acquistion | |
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Interdependence of First and Second Languages | |
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Second-Language Acquistion as a Natural, Developmental Process | |
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Instructional Approaches to Teaching a Second Language | |
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Teaching Language Arts in a Bilingual Classroom | |
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Language and Multicultural Literature across the Curriculm | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Culture | |
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Perspectives on the Concept of Culture | |
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Processes in the Development of Cultural Identities | |
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Multicultural Education | |
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Prejudice and Discrimination | |
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The Role of Culture in Language Minority Achievement | |
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Ethnographic Approaches to Cultural Understanding | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Mathematics and Science | |
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Achievement of Language Minority Students in Mathematics and Science | |
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Current Standards and Math and Science Reform | |
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Opportunity to Learn Standards | |
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Language in Mathematics and Science Classrooms | |
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Cultural Issues in Mathematics and Science | |
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A Theme-Based Approach: Science, Technology, and Society | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Social Studies | |
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Multiple Perspectives: A Framework for Social Studies | |
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Classroom Settings for Bilingual and ESL Social Studies | |
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Methods for Social Studies Instruction | |
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Critical Thinking and Study Skills Development | |
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Paying Attention to Social Studies Language Issues | |
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Theme-Based, Integrated Social Studies Units | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Assessment | |
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Context for Assessment | |
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Basic Assessment Concepts | |
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Types of Assessments | |
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School-Based Assessment | |
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Classroom-Based Assessment | |
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Linking Assessment to Instruction | |
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Need for Long-Term Professional Development | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Bilingual Special Education | |
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Foundations for Bilingual Special Education | |
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Current Educational Policies | |
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English Language Learners in Special Education | |
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Understanding the Prereferraal, Evaluation and Placement Processes | |
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Rethinking Identification and Referrals of English Language Learners for Special Education Services | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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School and Community | |
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Examples of Community Programs | |
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The Historical Context of Language Minority Communities | |
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Developing a Portrait of the Community | |
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Pathways to Partnerships | |
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Summary | |
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Key Terms | |
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Reflection Questions | |
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Resources | |
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Afterword | |
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Glossary | |
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References | |
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Credits | |
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Index | |