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This book takes a literature-based approach to how children learn language and how it is taught in today's diverse K-12 classrooms. The material is based on the belief that literature offers the most effective instructional approach for English language learners. The book offers meaningful reading, writing, speaking, and listening activities, as well as new understandings about the forms and functions of written language. This is the first book that offers instructors guidance in expanding the range of materials they use for teaching ESL by going beyond the standard texts to include books of all kinds - children's literature, trade books, magazines, and other media. "Voices from the Classroom: Scenarios from K-12 classrooms with English language learners" are provided throughout the chapters, offering practical stories from teachers' points of view. K-12 Educators with diverse student populations.
SECTION I: BEGINNING THE JOURNEY.
1. Our Changing Classrooms.
Who are English language learners?
What types of programs are designed to help English language learners in American schools?
What backgrounds do English language learners bring to the classroom?
How can teachers become more aware about English language learners?
2. Language Acquisition And Literature-Based Instruction.
What is language?
What does it mean to be competent in a language?
How do individuals acquire a language?
What strategies are most effective in helping students acquire another language?
How do the principles of language acquisition support a literature-based instructional approach?
How do teachers match books to their English language learners?
3.Organizing For Literature-Based Instruction With English Language Learners.
How do teachers create a literate environment for English language learners?
How do teachers select appropriate materials for literacy instruction?
What approaches are most effective in helping English language learners start reading?
Why use literature with English language learners?
What books can we use for literacy instruction with English language learners?
SECTION II: GROWING IN LANGUAGE ABILITY.
4. Developing Oral Language Through Literature.
What is the importance of oral language to overall literacy development?
How do teachers create a productive oral language development environment for English language learners?
What are the stages of oral language development for English language learners?
How can teachers assist English language learners' listening and speaking development?
How can teachers provide diverse models of language for students?
5. Reading Development Through Literature.
What is the importance of reading to academic success?
How do teachers create a productive reading environment for English language learners?
What are the stages of reading development for English language learners?
What instructional strategies assist English language learners throughout the reading process?
6. Writing With Literature As A Model.
What is the importance of writing to academic success?
How do teachers create a productive writing environment for English language learners?
What are the stages of writing development for English language learners?
What instructional strategies assist English language learners' writing development?
SECTION III: RESPONDING TO CULTURE AND LANGUAGE.
7. Literacy Learning Through Multicultural Literature.
Why use multicultural literature in the classroom?
What is multicultural literature?
How do we judge cultural authenticity in literature?
How are the cultures of America represented in literature for young people?
How do we incorporate multicultural literature into our teaching of English language learners?
8. Literacy Learning Through Folklore.
What is folklore and how does it reflect culture?
What are the benefits of using folklore in the classroom?
What does the study of folklore include?
How can teachers use folklore with English language learners?
9. Literacy Learning Through Poetry.
Why use poetry with English language learners?
How do teachers create an appropriate environment for poetry?
What are some strategies for sharing poetry?
How can teachers follow up after poetry has been shared?
SECTION IV: EXPLORING CONTENT.
10. Literacy Learning Through Nonfiction Literature.
Why use nonfiction literature with English language learners?
What types of nonfiction literature link language and content development?
Where do biographies fit?
What makes nonfiction literature unique and ideal for content study?
11. Strategic Use Of Nonfiction Literature With English Language Learners.
How do teachers link nonfiction literature with the content areas?
How do teachers introduce students to nonfiction literature?
What strategies engage English language learners with nonfiction literature and the expository writing in textbooks?
12. Interdisciplinary Literacy Learning Through Literature-Based Instruction.
How do teachers plan for interdisciplinary instruction?
How do teachers introduce the unit to English language learners?
What steps do teachers use in implementing a literature-based unit?
What can we learn from our instructional efforts with literature-based instruction?