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| Forward | |
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| Preface | |
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| Introduction | |
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| Establishing the Rationale: Demographics of Students in Our Classrooms | |
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| Setting the Context: Laws That Impact Program Options for CLDE Students | |
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| New Directions in Teacher Training | |
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| Summary | |
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| Activities for Further Understanding | |
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| Understanding Student Backgrounds | |
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| Collaborating With Families | |
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| Creating Relationships With CLD Families | |
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| Considerations of Culture When Working With CLD Families | |
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| Empowering Families | |
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| Summary | |
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| Activities for Further Understanding | |
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| Understanding Language Acquisition | |
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| Interlanguage: The Journey From First Language to Second Language Proficiency | |
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| Second Language Acquisition Theories | |
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| Factors Affecting Second Language Acquisition | |
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| Summary | |
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| Activities For Further Understanding | |
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| Understanding Fluency | |
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| Proficiency: What Does It Mean to Be "Fluent" in a Language? | |
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| Cummins's BICS and CALPS Model | |
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| Canale and Swain's Four-Part Model of Communicative Competence | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Assessment and Planning for Instruction | |
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| Strategies for the Assessment Process | |
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| The Instruction/Assessment Cycle in Special Education | |
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| Thes Eligibility Process and CLDE Students | |
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| Tailoring Assessment Procedures for CLDE Students | |
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| Summary | |
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| Activities for Further Understanding | |
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| Collaboration Skills | |
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| Diversifying the Concept of Collaboration | |
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| Foundations of Collaboration | |
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| Creating a Collaborative School Culture | |
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| Co-Teaching as Collaboration | |
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| Working With Paraprofessionals | |
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| Summary | |
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| Activities For Further Understanding | |
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| Planning Instruction | |
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| Planning for Instruction | |
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| A Philosophy of Differentiation | |
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| Universal Design for Learning | |
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| Application of Differentiation and UDL: Backward Design Planning | |
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| Planning Pyramid for Instruction and RTI | |
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| Planning and Classroom Management | |
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| Summary | |
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| Activities For Further Understanding | |
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| Culturally Relevant Pedagogy | |
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| Introduction and Definitions | |
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| Develop and Maintain Strong Teacher-Student Relationships | |
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| Emphasize Consistent Dialogical Interaction | |
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| Incorporate and Validate Space for Student Voice and Identity | |
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| Make Content Relevant to All Students in the Classroom | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Content and Language Acquisition | |
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| Teaching Strategies: An Integrated Content-Language Approach | |
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| Making the Content Comprehensible With the 3-Way Model | |
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| Front-Loading and Emphasizing the Academic Language and Key Concepts of the Lesson | |
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| Accessing and Explicitly Teaching the Cultural and Content Schemata Needed for the Lesson | |
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| Allowing Students Time to Clarify in the First Language | |
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| Helping Students Organize and Access Academic Information: Explicit Strategy Instruction | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Promoting the Participation | |
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| Creating a Comfortable Classroom Environment | |
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| Increasing Interaction in the Classroom: Heterogeneous Groupings | |
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| Encourage Extended Participation From CLDE Students | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Explicit Grammar Instruction | |
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| Language Errors | |
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| Form-Focused Instruction | |
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| Different Strategies for Teaching Grammar | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Literacy Instruction | |
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| Strategies for Teaching Reading | |
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| Reading Components and CLDE Students | |
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| Language and Literacy | |
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| Activities to Increase Background Knowledge | |
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| Reading Strategy Instruction | |
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| Strategies to Help Students Analyze, Organize, and Interact With the Content | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Teaching the Writing Process | |
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| Written Expression Challenges for Students With Special Needs | |
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| Written Expression Challenges for CLDE Students | |
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| Explicit Instruction of the Writing Process | |
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| Example of Explicit Instruction of the Writing Process | |
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| Summary | |
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| Activities for Further Understanding | |
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| Challenges When Teaching Writing | |
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| Specific Writing Challenges for CLDE Students | |
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| Summary | |
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| Activities For Further Understanding | |
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| Strategies for Written Error Correction | |
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| Considerations When Correcting CLDE Student's Writing | |
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| Error Correction | |
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| Summary | |
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| Activities For Further Understanding | |
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| New Directions in the Education of CLDE Students | |
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| The Future of English Language Learners With Special Needs: School Policy Reform (Web Chapter) | |
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| Policy Recommendations for Supporting CLDE Students | |