Preface | p. ix |
A Pedagogy of Promise | p. 1 |
Helping Students Become What They Are Not Yet | p. 2 |
The Theoretical Foundations of Future-Oriented Pedagogy | p. 4 |
The QTEL Application of Sociocultural Learning Theory | p. 6 |
Development Follows Learning | p. 6 |
Participation in Activity Is Central in the Development of Knowledge | p. 7 |
Participation in Activity Progresses from Apprenticeship to Appropriation, or from the Social to the Individual Plane | p. 9 |
Learning Can Be Observed As Changes in Participation Over Time | p. 10 |
Conclusion | p. 12 |
Scaffolding Reframed | p. 15 |
The Zone of Proximal Development and the Peekaboo Game | p. 16 |
Peekaboo | p. 17 |
Predicting the Unpredictable | p. 18 |
Scaffolding in a Tutoring Setting | p. 20 |
Scaffolding in Classrooms | p. 23 |
Learning Tasks That Promote Autonomy | p. 23 |
Teacher Interactions That Promote Autonomy | p. 25 |
Interactions Beyond "Expert-Novice" That Scaffold Learning | p. 28 |
Features of Pedagogical Scaffolding | p. 33 |
Amplify, Don't Simplify! | p. 38 |
Conclusion | p. 40 |
The Role of Language and Language Learning | p. 43 |
Language Development | p. 44 |
Conversational Language | p. 45 |
Academic Language | p. 47 |
Conversational and Academic Language: A Continuum | p. 49 |
Genre | p. 52 |
Culture, Language, and Identity | p. 56 |
The Identities of English Language Learners | p. 57 |
The L1-L2 Connection | p. 58 |
Language and the Brain | p. 62 |
Schema and the Experiential Basis of Cognition | p. 62 |
Multimodal Discourse and Multisensory Learning | p. 66 |
Accuracy and Fluency | p. 67 |
Feedback and Assessment | p. 73 |
Conclusion | p. 77 |
Principles of Quality Teaching for English Learners | p. 81 |
Principles: The Cornerstone of Practice | p. 82 |
Sustain Academic Rigor | p. 83 |
Hold High Expectations | p. 88 |
Engage English Language Learners in Quality Teacher and Student Interactions | p. 93 |
Sustain a Language Focus | p. 96 |
Develop a Quality Curriculum | p. 99 |
Conclusion | p. 100 |
Pedagogy in Action: The Apprenticeship of Two Teachers | p. 103 |
Two Contexts | p. 104 |
Using Tasks to Learn About Literary Character Development | p. 108 |
Using Tasks to Understand Brain Structure and Function | p. 119 |
A Map of QTEL Principles in Two Lessons | p. 131 |
Academic Rigor | p. 131 |
High Expectations | p. 132 |
Quality Interactions | p. 134 |
Language Focus | p. 135 |
Quality Curriculum | p. 136 |
Conclusion | p. 137 |
Designing Instruction | p. 139 |
The Need for an Inviting and Future-Oriented Pedagogy | p. 140 |
Planning Units of Study | p. 142 |
Determining Macro Unit Objectives | p. 143 |
Determining the Assessment of Macro Objectives | p. 144 |
Determining Meso Objectives, Content Topics, and Benchmark Moments | p. 144 |
A Sample Final Unit Assessment | p. 146 |
The Interrelationship of Disciplinary, Cognitive, and Language Objectives | p. 147 |
Planning Lessons | p. 149 |
Three Moments in a Lesson | p. 151 |
Preparing Learners | p. 152 |
Interacting with Text | p. 168 |
Extending Understanding | p. 177 |
Conclusion | p. 185 |
References | p. 189 |
Appendix: Linguistics in the ELL Classroom | p. 199 |
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