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Acknowledgments | |
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Introduction: Challenges and Opportunities | |
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A Call to Action | |
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Demographic Patterns and Diversity | |
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About this Book | |
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Critical Issues in Second Language Acquisition | |
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Factors that Affect Second Language Acquisition | |
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Internal Factors That Affect Language Acquisition | |
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External Factors That Affect Language Acquisition | |
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Theories of Second Language Acquisition | |
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How Long Does it take to Acquire a Second Language? | |
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Second Language Myths | |
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The Myth That Ells Don't Need Specialized Support | |
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The Grandfather Myth | |
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The Myth That Immigrants Refuse to Learn English | |
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The Home-Learning Myth | |
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The Myth That Young Children Learn Languages More Easily | |
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The Myth That More English is Better | |
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The Myth That Speaking Equals Proficiency | |
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The Myth That Learning Two Languages Causes Confusion | |
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The Myth That Errors Should Be Corrected Immediately | |
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Overcoming the Myths | |
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Applications | |
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Suggestions for Further Reading | |
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School Structures: Schoolwide Response for ELL Education | |
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School Climate and Schoolwide Practices | |
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School Vision and Mission | |
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What Are Vision and Mission Statements? | |
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Considerations for Building a Culturally Responsive Climate | |
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Safe and Inclusive School Environments | |
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Drawing On and Celebrating Students' Language and Culture | |
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Becoming Culturally and Linguistically Responsive | |
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Professional Development and Support Services | |
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Additive Language Opportunities | |
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Applications | |
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Suggestions for Further Reading | |
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Programmatic and Curricular Design | |
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Language Program Models | |
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Additive and Subtractive Models | |
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Programs with Native Language Instruction | |
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Programs with English-Only Instruction | |
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Selecting the Appropriate Model | |
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Schoolwide Needs Assessment | |
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Criteria for ELL Program Selection | |
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Implementation Plan | |
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Preschool Programs and ELLs | |
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Early Childhood Education and Poverty | |
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Benefits of Early Bilingualism | |
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Access to Linguistically and Culturally Responsive Preschool | |
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Program Coordination, Cohesion, and Alignment | |
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Program Cohesion and Compatibility | |
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Vertical, Horizontal, and Cross-Program Articulation | |
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Assessment and Evaluation | |
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Student Assessment: Standardized Tests | |
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Student Assessment: Authentic and Performance-Based | |
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Program Evaluation | |
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Applications | |
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Suggestions for Further Reading | |
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Principles of Effective Teaching and Learning for ELLs | |
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Connecting High Expectations and Academic Success | |
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The Language-Literacy Connection | |
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Oral Language Development and Vocabulary Building | |
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Teaching for Transfer | |
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Literature-Based Instruction | |
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Authentic Literature | |
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Literature-Based Strategies | |
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Culturally Relevant Curriculum | |
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Applications | |
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Suggestions for Further Reading | |
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Leadership, Advocacy, and Engagement | |
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Effective and Visionary Leadership | |
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Education Leadership Frameworks | |
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Developing a Knowledge Base | |
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Leadership Practices | |
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Advocacy for the Education of ELLs | |
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State- and National-Level ADvocacy | |
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Classroom, School, and District Advocacy | |
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Parent, Family, and Community Participation | |
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Models for Meaningful ELL Family Participation | |
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Community Outreach | |
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Applications | |
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Suggestions for Further Reading | |
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Conclusion: Challenges and Opportunities to Achieve a Promising Future for ELLs | |
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Joint Statement on the Teacher English Fluency Initiative in Arizona | |
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Statement of Ncte against Arizona Department of Education Ruling on Teacher Speech | |
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Organizations and Centers: Advocacy and Information | |
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References | |
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Index | |