| |
| |
| Dedication | |
| |
| |
| Acknowledgments | |
| |
| |
| List of Tables | |
| |
| |
| List of Figures | |
| |
| |
| Preface | |
| |
| |
| Strategies for Teaching English Learners: A Summary | |
| |
| |
| |
| Who Are English Learners and Their Teachers? | |
| |
| |
| The Profession of Teaching English Learners | |
| |
| |
| Who Are English Learners and What Are Their Needs? | |
| |
| |
| English as an International Language | |
| |
| |
| Professional Organizations for Teachers of English Learners | |
| |
| |
| |
| Critical Roles for Teachers. Educators as Critical Pedagogists | |
| |
| |
| A Critical Sociological Look at Language and Power | |
| |
| |
| Profession, Policy, and Power in the Education of English Learners | |
| |
| |
| |
| Views of Teaching and Learning | |
| |
| |
| Philosophy, Psychology, Anthropology, Sociology, and Postmodern Pedagogy | |
| |
| |
| Philosophical Foundations of Education | |
| |
| |
| Educational Psychology: Behavioral Methods | |
| |
| |
| Educational Psychology: Cognitive Methods | |
| |
| |
| Humanistic Education: Affective and Emotional Factors | |
| |
| |
| Cultural Anthropology and Education | |
| |
| |
| Looking Forward: Postmodernism | |
| |
| |
| The Future of Teaching English Learners | |
| |
| |
| |
| Performance-Based Learning | |
| |
| |
| Why Performance-Based Learning? | |
| |
| |
| What Is Performance-Based Learning? | |
| |
| |
| Standards-Based Learning | |
| |
| |
| What Is the Best Use of Assessment? | |
| |
| |
| What Is Performance Assessment? | |
| |
| |
| Methods of Assessment | |
| |
| |
| Identification, Assessment, and Placement of English Learners in the Schools | |
| |
| |
| Limitations of Assessment | |
| |
| |
| Academic Expectations | |
| |
| |
| Planning Instruction | |
| |
| |
| Matching Performance and Assessment | |
| |
| |
| Monitoring and Adjusting Instruction | |
| |
| |
| |
| Learner Strategies and Learner-Focused Teaching | |
| |
| |
| Learner Control and Academic Competence | |
| |
| |
| Learner Autonomy: Self-management and Self-motivation | |
| |
| |
| What Are Learner Strategies? | |
| |
| |
| Indirect Strategies and Second Language Use | |
| |
| |
| Indirect Strategies: Learning Style Preferences | |
| |
| |
| Direct Strategies: Cognitive | |
| |
| |
| Direct Strategies: Metacognitive | |
| |
| |
| Direct Strategies: Social-Affective | |
| |
| |
| Direct Strategies: Study and Survival Skills | |
| |
| |
| ESL and the Content Areas | |
| |
| |
| Computer-Assisted Language Learning/Computer-Mediated Communication | |
| |
| |
| |
| Learning Processes That Build on First Language | |
| |
| |
| Literacy and Power | |
| |
| |
| Reading Processes | |
| |
| |
| Writing Processes | |
| |
| |
| Listening Processes | |
| |
| |
| Speaking Processes | |
| |
| |
| |
| The Imaginary | |
| |
| |
| The Importance of the Imaginary | |
| |
| |
| Exploring the Imagination | |
| |
| |
| Stimulating the Imagination Directly | |
| |
| |
| Drama in the Classroom | |
| |
| |
| Poetry and the Muse | |
| |
| |
| Music: Listening, Playing, Singing, Creating | |
| |
| |
| The Virtues of the Imaginary | |
| |
| |
| |
| Grammar Through Integrated Language Skills and Wonderful English | |
| |
| |
| English Is Democratic and Creative | |
| |
| |
| Why Integrated Skills? | |
| |
| |
| Integrated Instructional Activities. </p& | |