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| Preface | |
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| About the Authors | |
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| Hallmarks of Accommodative Instruction | |
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| Chapter | |
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| Multidimensional Foundations of Methods for CLD Students | |
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| Demographic Patterns and Student Diversity | |
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| Teacher Preparation for Cultural and Linguistic | |
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| Diversity in the Classroom | |
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| Describing Cultural and Linguistic Diversity in the Classroom | |
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| Key Terms and Acronyms | |
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| The CLD Student: Asset or Liability? | |
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| Understanding the Realities of Cultural and | |
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| Linguistic Diversity in the Classroom | |
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| Expanding on the Prism Model | |
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| The Sociocultural Dimension of the CLD Student Biography | |
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| Cognitive and Academic Dimensions of Methods for CLD Students | |
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| The Cognitive Dimension of the CLD Student Biography | |
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| Cognitive Challenges | |
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| Cognitive Processes | |
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| Cognitive Dimension: Implications for Classroom and School Practice | |
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| The Academic Dimension of the CLD Student Biography | |
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| Academic Challenges | |
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| Academic Processes | |
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| Academic Dimension: Implications for Classroom and School Practice | |
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| Linguistic Dimension of Methods for CLD Students | |
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| The Linguistic Dimension of the CLD Student Biography | |
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| Dynamics of First Language Acquisition (FLA) | |
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| Differences between First and Second Language Acquisition | |
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| Demands of Second Language Acquisition (SLA) | |
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| Challenges of the Linguistic Dimension | |
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| Time Required for Second Language Acquisition | |
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| Exposure to Authentic Literacy Instruction and Activities | |
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| Processes of the Linguistic Dimension | |
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| Linguistic Process of Second Language Acquisition | |
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| Linguistic Process of Understanding Concepts about Print | |
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| Linguistic Dimension: Implications for Classrooms and School Practice | |
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| Instructional Planning for CALP Development in L1 and L2 | |
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| Anticipating and Preassessing for the Array of Student Biographies | |
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| Fostering Communicative, Constructivist Language | |
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| Acquisition Environments | |
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| Accommodation Readiness | |
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| Changing Perspectives in Platform | |
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| Development for Instructional Methods | |
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| Effective Program Models for CLD Students: Research and Analysis | |
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| Predictors of Academic Success among CLD Students | |
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| Findings of Research: the Case for Bilingual Education | |
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| Bilingual Education and the SUP CUP Distinction | |
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| When the Ideal Is Not Ideal | |
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| Complicating Variables | |
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| Range of Program Models for CLD Students | |
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| English as a Second Language (ESL) | |
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| Transitional Bilingual Education | |
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| Developmental Bilingual Education | |
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| Two-Way Immersion | |
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| Limited-Use Program Models | |
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| Sociopolitical Foundations of Quality Programming | |
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| Lau v. Nichols (1974) | |
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| Castaueda v. Pickard (1981) | |
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| Plyler v. Doe (1982) | |
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| A Framework of Accommodation Readiness | |
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| The Accommodation Readiness Spiral | |
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| Levels of Readiness | |
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| Forms of Readiness | |
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| Readiness for Critical Reflection on Practice | |
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| Reflection | |
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| Critical Reflection | |
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| Readiness for CLD Students and Families | |
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| Semistructured Conversations | |
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| Environmental Readiness | |
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| The External Environment | |
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| The Internal Environment | |
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| Curricular Readiness | |
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| Curriculum Trends | |
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| Curriculum Essentials | |
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| Programming and Instructional Readiness | |
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| Decision Making without a Current Program Model | |
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| Decision Making with a Current Program Model | |
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| Programming and Instructional Readiness through Advocacy | |
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| Readiness for Application and Advocacy | |
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| Readiness for Theory-into-Practice Applications | |
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| Readiness for Differentiated Instruction | |
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| Readiness for Advocacy | |
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| Professionalism in Practice | |
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| Planning and Grounding | |
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| Instructional Methodology | |
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| Consistency in Nomenclature Enables Communication | |
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| Approach | |
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| Method | |
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| Strategy | |
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| Technique | |
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| Consistency: In Practice | |
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| Three Dominant Approaches to Second | |
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| Language Instruction | |
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| Grammatical Approach | |
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| Communicative Approach | |
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| Cognitive Approach | |
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| The Integrated Content-Based | |
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| Method of Instruction | |
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| Evolution of Content-Based Instruction | |
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| Content-Centered Methods of Instruction | |
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| Integrated Content-Based Instruction | |
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| Benefits of ICB Instruction for CLD Students | |
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| Delivering Integrated Content-Based Instruction | |
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| Planning an ICB Lesson | |
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| Instruction | |
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| Assessment | |
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| Concluding Thoughts | |
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| The Sheltered Method of Instruction | |
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| Realities of Sheltered Instruction | |
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| Variations on Sheltered Instruction | |
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| Myths and Misconceptions Associated with Sheltered Instruction | |
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| Types of Students | |
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| Language Proficiency of CLD Students | |
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| Standards of Best Practice | |
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| Specially Designed Academic Instruction in English (SDAIE) | |
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| The Sheltered Instruction Observation Protocol (SIOP) | |
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| Preparation | |
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| Instruction | |
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| Review and Assessment | |
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| Closing Thoughts on the SIOP Model of Sheltered Instruction | |
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| The CALLA Method of Instruction | |
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| Cognitive Methods and Learning Strategies | |
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| Crosslinguistic Strategies | |
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| Cognitive Teaching Methods for Instructing CLD Students | |
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| The CALLA Method | |
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| Achieving Standards-Driven | |
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| Professional Practice | |
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| Nationally Recognized Standards for Teachers of CLD Students | |
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| NBPTS Standards | |
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| CREDE Standards | |
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| TESOL/NCATE Standards | |
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| Standards-Driven Reflection on Professional Practice | |
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| Benchmarks of Effective Practice | |
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| Key Facets of a Platform for Best Practice with CLD Students | |
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| Conclusion: Setting Goals for Professional Development | |
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| Appendix | |
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| Glossary | |
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| References | |
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| Name Index | |
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| Subject Index | |