Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students / Edition 2

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Overview

In-service teachers, district or building administrators, school specialists, pre-service teachers, and paraprofessionals alike will find this an indispensable guide to rediscovering the value, potential, richness, and adventure of diversity–while developing the capacity to professionally address the differential learning and transition needs of culturally and linguistically diverse (CLD) students. Contemporary, comprehensive, theory and research based, and aligned with TESOL, 2003 standards, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students presents a giant step forward in enhancing the professional development and preparation that educators need for today’s diverse and changing classrooms.

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Product Details

  • ISBN-13: 9780137056699
  • Publisher: Pearson
  • Publication date: 11/18/2010
  • Series: MyEducationKit Series
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 456
  • Sales rank: 117,215
  • Product dimensions: 7.40 (w) x 9.10 (h) x 0.80 (d)

Meet the Author

Dr. Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development and her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has published three books with Allyn and Bacon: Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). She has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for CLD students whose first language is not English and for transnational students. Dr. Murry's recent research has emphasized differentiated assessment strategies for CLD students, the professional development of highly qualified teachers for ELL students, the linguistic and cross-cultural dynamics of ESL instruction, and school restructuring for linguistic diversity. His recent publications have appeared in the Journal of Teaching and Learning, Reading and Writing Quarterly, AACTE Briefs, the Journal of Latinos and Education, as well as, Teacher Education and Practice.

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Table of Contents

contents

Preface About the Authors

part one

Hallmarks of Accommodative Instruction

Chapter 1

Multidimensional Foundations of Methods for CLD Students

Demographic Patterns and Student Diversity

Teacher Preparation for Cultural and Linguistic
Diversity in the Classroom

Describing Cultural and Linguistic Diversity in the Classroom

Key Terms and Acronyms

The CLD Student: Asset or Liability?

Understanding the Realities of Cultural and
Linguistic Diversity in the Classroom

Expanding on the Prism Model

The Sociocultural Dimension of the CLD Student Biography

chapter 2

Cognitive and Academic Dimensions of Methods for CLD Students

The Cognitive Dimension of the CLD Student Biography

Cognitive Challenges

Cognitive Processes

Cognitive Dimension: Implications for Classroom and School Practice

The Academic Dimension of the CLD Student Biography

Academic Challenges

Academic Processes

Academic Dimension: Implications for Classroom and School Practice

chapter 3 Linguistic Dimension of Methods for CLD Students

The Linguistic Dimension of the CLD Student Biography

Dynamics of First Language Acquisition (FLA)

Differences between First and Second Language Acquisition

Demands of Second Language Acquisition (SLA)

Challenges of the Linguistic Dimension

Time Required for Second Language Acquisition

Exposure to Authentic Literacy Instruction and Activities

Processes of the Linguistic Dimension

Linguistic Process of Second Language Acquisition

Linguistic Process of Understanding Concepts about Print

Linguistic Dimension: Implications for Classrooms
and School Practice

Instructional Planning for CALP Development in L1 and L2

Anticipating and Preassessing for the Array of Student Biographies

Fostering Communicative, Constructivist Language
Acquisition Environments

part two

Accommodation Readiness

chapter 4

Changing Perspectives in Platform
Development for Instructional Methods

Effective Program Models for CLD Students: Research and Analysis

Predictors of Academic Success among CLD Students

Findings of Research: The Case for Bilingual Education

Bilingual Education and the SUP—CUP Distinction

When the Ideal Is Not Ideal

Complicating Variables

Range of Program Models for CLD Students

English as a Second Language (ESL)

Transitional Bilingual Education

Developmental Bilingual Education

Two-Way Immersion

Limited-Use Program Models

Sociopolitical Foundations of Quality Programming

Lau v. Nichols (1974)

Castañeda v. Pickard (1981)

Plyler v. Doe (1982)

chapter 5

A Framework of Accommodation Readiness

The Accommodation Readiness Spiral

Levels of Readiness

Forms of Readiness

Readiness for Critical Reflection on Practice

Reflection

Critical Reflection

Readiness for CLD Students and Families

Semistructured Conversations

Environmental Readiness

The External Environment

The Internal Environment

Curricular Readiness

Curriculum Trends

Curriculum Essentials

Programming and Instructional Readiness

Decision Making without a Current Program Model

Decision Making with a Current Program Model

Programming and Instructional Readiness through Advocacy

Readiness for Application and Advocacy

Readiness for Theory-into-Practice Applications

Readiness for Differentiated Instruction

Readiness for Advocacy

part three

Professionalism in Practice

chapter 6

Planning and Grounding
Instructional Methodology

Consistency in Nomenclature Enables Communication

Approach

Method

Strategy

Technique

Consistency: In Practice

Three Dominant Approaches to Second
Language Instruction

Grammatical Approach

Communicative Approach

Cognitive Approach

chapter 7

The Integrated Content-Based
Method of Instruction

Evolution of Content-Based Instruction

Content-Centered Methods of Instruction

Integrated Content-Based Instruction

Benefits of ICB Instruction for CLD Students

Delivering Integrated Content-Based Instruction

Planning an ICB Lesson

Instruction

Assessment

Concluding Thoughts

chapter 8

The Sheltered Method of Instruction

Realities of Sheltered Instruction

Variations on Sheltered Instruction

Myths and Misconceptions Associated with Sheltered Instruction

Types of Students

Language Proficiency of CLD Students

Standards of Best Practice

Specially Designed Academic Instruction in English (SDAIE)

The Sheltered Instruction Observation Protocol (SIOP)

Preparation

Instruction

Review and Assessment

Closing Thoughts on the SIOP Model of Sheltered Instruction

chapter 9

The CALLA Method of Instruction

Cognitive Methods and Learning Strategies

Crosslinguistic Strategies

Cognitive Teaching Methods for Instructing CLD Students

The CALLA Method

chapter 10

Achieving Standards-Driven
Professional Practice

Nationally Recognized Standards for Teachers of CLD Students

NBPTS Standards

CREDE Standards

TESOL/NCATE Standards

Standards-Driven Reflection on Professional Practice

Benchmarks of Effective Practice

Key Facets of a Platform for Best Practice with CLD Students

Conclusion: Setting Goals for Professional Development

Appendix

Glossary

References

Name Index

Subject Index


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