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All chapters conclude with Summary, Activities, and References | |
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Preface | |
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Teaching English-Language Learners with Diverse Abilities | |
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Native Language Knowledge | |
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English Language Knowledge | |
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Academic Background and School Experience | |
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Learning and Behavior Challenges | |
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Search for Interventions: A 3-Tiered Model | |
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Student Profiles Revisited | |
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Theoretical and Historical Foundations | |
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History of Education of Students Learning English in School | |
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Teaching English Language Learners: Theory to Practice | |
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Theories of Second-Language Acquisition | |
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The Contributions of Cummins | |
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Factors That Affect Second-Language Acquisition | |
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Sheltered Instruction in the Content Areas | |
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Components of Sheltered Instruction | |
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Sheltered Instruction and Effective Instruction | |
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A Comparative Case Study | |
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Affective Issues | |
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Providing Constructivist Reading and Writing Activities | |
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Providing Ample Practice and Careful Corrections | |
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Focusing on Relevant Background Knowledge | |
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Actively Involving Learners | |
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Using Alternative Grouping Strategies | |
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Providing Native Language Support | |
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Focusing on Content and on Activities That Are Meaningful to Students | |
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Creating Roles in the Classroom for Family and Community Members | |
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Holding High Expectations for All Learners | |
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Being Responsive to Cultural and Personal Diversity | |
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Learning Strategies | |
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Types of Learning Strategies | |
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Guidelines for Selecting a Learning Strategy | |
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Lesson Phases When Teaching Learning Strategies | |
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Presentation Methods Used to Teach Learning Strategies | |
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Examples of Specific Strategies in Teaching Reading and Writing in Content Areas | |
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Teaching Reading Strategies in Content Area Classes | |
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Teaching Writing Strategies in Content Area Classes | |
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Curriculum Adaptations | |
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Demonstrating Sensitivity to Cultural and Linguistic Diversity | |
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Providing Adequate Background Knowledge | |
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Categorizing Materials as Either Content Knowledge or Academic Proficiency | |
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Including Both Language Development and Content Vocabulary Development | |
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Modifying Plans and Texts | |
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Modifying Assignments | |
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Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks | |
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Using Study Resource Guides | |
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Adjusting Discourse to Enhance Learning | |
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The Discourse of Sheltered Instruction | |
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The Discourse of Instructional Conversations | |
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Theoretical Background | |
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Self Evaluation and Collaborative Implementation | |
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Self Evaluation and Goal Setting | |
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Collaboration with School Personnel or Peers | |
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Index | |