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| chapter concludes with Summary, Suggestions for Further Reading, and Activities | |
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| English Language Learners in School | |
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| Who Are English Language Learners? | |
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| How Can I Get to Know My English Language Learners? | |
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| How Do Cultural Differences Affect Teaching and Learning? | |
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| How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English? | |
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| What Kinds of Programs Exist to Meet the Needs of English Language Learners? | |
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| Second Language Acquisition | |
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| What Do You Know When You Know a Language? | |
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| Defining Language Proficiency as Communicative Competence | |
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| Language Acquisition Theories | |
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| Learning a Second Language in School: Processes and Factors | |
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| Classroom Practices for English Learner Instruction | |
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| Standards-Based Instruction and Assessment | |
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| Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE) | |
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| Group Work | |
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| Thematic Instruction | |
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| Scaffolding | |
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| Assessment of English Learners | |
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| Oral Language Development in Second Language Acquisition | |
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| Oral Language in Perspective | |
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| Describing Oral Language Performance of Beginning and Intermediate English Learners | |
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| Promoting Oral Language Development in the Classroom | |
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| Oral Language Development through Content-Area Instruction | |
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| Classroom Assessment of English Learners'' Oral Language Development | |
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| Emergent Literacy: English Learners Beginning to Write and Read | |
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| What Does Research Tell Us about the Early Literacy Development of English Learners? | |
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| Contrasting the Emergent Literacy and Reading Readiness Perspectives | |
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| Highlighting Literacy Functions in Your Classroom | |
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| Exploring the Visual Form of Written Language | |
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| Emergent Literacy in English as a Non-native Language | |
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| Home and School Environments that Nurture Emergent Literacy | |
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| Classroom Strategies to Promote Early Literacy | |
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| Helping Children Recognize and Spell Words Independently | |
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| Evaluating Emergent Literacy Development | |
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| English Learners and Process Writing | |
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| Research on Second Language Writing | |
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| What Is Process Writing | |
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| How Process Writing Helps English Learners | |
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| Collaborative Contexts for Process Writing | |
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| Developmental Phases in Second Language Writing | |
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| Description of Beginning Writers | |
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| Strategies to Assist Beginning Writers | |
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| Description of Intermediate Writers | |
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| Strategies for Intermediate Writers | |
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| A Word about Writing with Computers | |
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| Assessing English Learners'' Writing Progress | |
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| Reading and Literature Instruction for English Language Learners | |
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| What Does Research Tell Us about Reading in a Second Language? | |
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| Working in Literature Response Groups | |
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| Developmental Phases in Second Language Reading | |
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| Beginning Readers: Characteristics and Strategies | |
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| Intermediate Readers: Characteristics and Strategies | |
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| Using Computers and CD-ROMs to Enhance Learning | |
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| Assessing Second Language Readers'' Progress | |
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| Content Reading and Writing: Prereading and During Reading | |
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| What Does Research Tell Us about Reading and Writing across the Curriculum for English | |
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| Language Learners? | |
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| Background Information on Students'' Interactions with Texts | |
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| Matching Students and Texts | |
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| Strategies to Promote Reading Comprehension | |
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| Content Reading and Writing: Postreading Strategies for Organizing and Remembering | |
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| Postreading Strategies for Students | |
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| Writing as a Learning Tool across the Curriculum | |
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| Theme Studies: Providing a Meaningful Learning Context Assessment | |
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| Reading Assessment and Instruction | |
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| Theoretical Approach to Literacy Assessment | |
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| Assessing Reading Using an Informal Reading Inventory | |
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| Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction | |
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| Linking Assessment and Instruction | |
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| Afterword | |
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| Bibliography | |
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| Author Index | |
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| Subject Index | |