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| Brief Contents | |
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| Journey of English Language Learners, Past and Present | |
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| Foundations of English Language Learning-Thoery to Practice | |
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| Getting to know the English Language Learner | |
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| Pre-Planing and Planning Instruction for the English Language Learner | |
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| Interactive Teaching Stratgies for Englishlanguage Learners | |
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| Teaching Academic Content to English Language Learners | |
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| Teaching English Language Learners in the Content | |
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| Areas: Language Arts,Social Studies, Math and Science | |
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| Actively Assessing and Monitoring Academic | |
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| Progress of English Language Learners in the General Education Classroom | |
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| Motivational and Classroom Management | |
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| Strategies for English Language Learners | |
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| Facilitating School, Family, and Community Involvement for the English Language Learner | |
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| Detailed Contents | |
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| Preface | |
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| Journey of English Language Learners, Past and Present | |
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| Introduction | |
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| Focus Questions | |
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| Classroom Scenario | |
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| Analysis of Scenario | |
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| Guiding Discussion Questions | |
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| Author's Insight | |
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| What Research Tells Us | |
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| Immigration in the Past-Assimilationist | |
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| Immigration Trends Today-Cultural Pluralism | |
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| Reality of Classrooms Today | |
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| Classroom Apppliction Strategies | |
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| Steps for Identification of English Language Learner | |
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| Placement Possibilities for English Language Learner | |
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| TESOL Compliance | |
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| Commonly Used Terminology | |
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| Identifying Language Levels of Students | |
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| No Child Left Behind and the Classroom Teacher | |
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| Chapter Summary | |
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| Reflective Chapter Questions | |
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| Suggested Field-Based Activites for Pre-Service and In-Service Teachers | |
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| References | |
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| Foundations of English Language Learning- Thoery to Practice | |
| |
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| Introduction | |
| |
| |
| Focus Questions | |
| |
| |
| Classroom Scenario | |
| |
| |
| Analysis of scenario | |
| |
| |
| Guiding Discussion Questions | |
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| Author's Insight | |
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| What Research Tells USA | |
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| Brief Overview of First Language Development from Birth to Eight Years | |
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| The Connection between First Language and Second Language Literacy Development | |
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| Language Differences | |
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| An Overview of Second Language Development Theory | |
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| Basic Interpersonal Communicative Skills (BICS) | |
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| Cognitive Academic Language Proficiency Skills (CALPS) | |
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| Transitioning from BICS to CALPS | |
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| Cognitive Benefits of Knowing a Second Language | |
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| Classroom Apppliction Strategies | |
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| Teacher Support Strategies during Language Development from BICS to CALPS | |
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| Literacy Gaps | |
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| Comprehensible Input | |
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| Communication not Perfection | |
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| No Teacher Left Behind | |
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| Understanding Linguistic Terms | |
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| Chapter Summary | |
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| Reflective Chapter Questions | |
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| Suggested Field-Based Activites for Pre-Service and In-Service Teachers | |
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| References | |
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| Getting to Know the English Language Learner | |
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| Introduction | |
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| Focus Questions | |
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| Classroom Scenario | |
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| Analysis of scenario | |
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| Guiding Discussion Questions | |
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| Author's Insight | |
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| What Research Tells Us | |
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| What Teachers and School Need to Understand about English Language Learners | |
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| Emotional/psychological needs | |
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| Cultural needs | |
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| Cognitive needs | |
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| Learning style needs: field dependent and field independent learners | |
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| Linguistic needs | |
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| What English Language Learners Want Teachers to Know About Themselves: The Students Voice | |
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| Classroom Apppliction Strategies | |
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| Caring for the Emotional Needs of English Language Learner | |
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| Teacher Support Strategies for the Ell Student | |
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| Caring for the | |