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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 | |
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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 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 | |