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A Course for Teaching English Learners / Edition 2

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Overview

A Course for Teaching English Learners, 2/e by well-respected author and educator Lynne T. Diaz-Rico, gives pre-service and in-service teachers the background principles and practical classroom techniques they need to successfully teach all English learners. The author provides a wealth of background principles underlying the cultural, linguistic, and sociocultural context and foundations of learning and provides a comprehensive framework that focuses on more than just reading and writing. Unique to this text is its flexible, comprehensive underlying framework that outlines both psychological and sociocultural contexts for English language acquisition and structured content delivery across the elementary middle school, and high school grades.

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Product Details

  • ISBN-13: 9780132490351
  • Publisher: Pearson
  • Publication date: 1/27/2011
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 408
  • Sales rank: 169,830
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.90 (d)

Meet the Author

Lynne T. Díaz-Rico is a Professor of Education at California State University, San Bernardino. She has worked with public and private teacher education institutions and agencies around the world to prepare teachers for classrooms with diverse students and English-language pedagogy. Her books Crosscultural, Language, and Academic Development Handbook and Strategies for Teaching English Learners are widely used to educate English-language development teachers. Her research interests are in pedagogies for multilingual classrooms; creative, innovative English teaching strategies; critical discourse analysis, and visual literacy.

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Table of Contents

Preface

Part One: Teaching English to English Learners

Introduction: Teaching English Learners

English Learners in U.S. Schools

English Learners around the World

The Professional Preparation of Teachers to Educate English Learners

Chapter One: Language Structure and Use

Ah, Language!

Language Universals

Phonology: The Sound Patterns of Language

Morphology: The Words of Language

Syntax: The Sentence Patterns of Language

Semantics: The Meanings of Language

Language Functions

Discourse

Pragmatics: The Influence of Context

Dialects and Language Variation

Chapter Two: First- and Second-Language Development and Their Relationship to Academic Achievement

Processes and Stages of Language Acquisition

Theories and Models of Second-Language Acquisition

Factors That Influence Second-Language Acquisition

Part Two: Assessment and Instruction

Chapter Three: Assessment of English Learners

Principles of Standards-Based Assessment and Instruction

Role, Purposes, and Types of Assessment

Language and Content Area Assessment

Special Issues in Assessment

Chapter Four: Programs for English Learners

The History of Multilingual Competency in the United States

Federal and State Requirements for ELD Services

The Politics of Bilingual Education

Empowerment Issues Related to English Learners

Equity and Policy Issues Related to English Learners

Components of ELD Programs

English Language Development and Academic Instruction

Parental Rights and Communicating with Families

Chapter Five: English Language Development, Lesson Planning, and Specially Designed Content Instruction in English

Differentiated Instructional Delivery in the Content Domains

Instructional Needs Beyond the Classroom

Instructional Planning and Organization for ELD and SDAIE

Teaching with SDAIE Strategies

Effective Resource Use in ELD and SDAIE

Teacher Commitment

Chapter Six: English Language Development

The Focus on Communicative Interaction

The Role of Grammar

Content-Based English Language Development

Basic Interpersonal Communication Skills

Chapter Seven: English Language Literacy Development

Part Three: Culture and Inclusion

Chapter Eight: Culture and Cultural Diversity and Their Relationship to Academic Achievement

Cultural Concepts and Perspectives

Cultural Contact

Cultural Diversity in the United States and California

Intercultural Communication

Investigating Ourselves as Cultural Beings

Chapter Nine: Culturally Inclusive Instruction

The Role of Culture in the Classroom and School

Educating Students about Diversity

Learning about Students' Cultures

Cultrually Inclusive Learning Environments

Family and Community Involvement

Bibliography

Name Index

Subject Index

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  • Anonymous

    Posted August 3, 2013

    Although this book has some good information, it is deeply flawe

    Although this book has some good information, it is deeply flawed. It uses Goodman’s debunked Whole Language theory as an example of research even though that system was responsible for many nationwide failures in reading and has been discredited by the Australian government among others .
    The Hispanic author frequently asserts racism by or bias by European/Caucasian teachers and makes frequent comparisons to higher performing white students (intimating racism and bias by schools and teachers) but seldom mentions that Asian immigrant students frequently have out-performed both white and Hispanic students despite their being in the same environment as Hispanic students. This book is very biased and appears to have more of an agenda of advancing Hispanic culture and traditions than it does in advocating teaching that benefits all students.


    1 out of 1 people found this review helpful.

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