Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student / Edition 2

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Overview

This accessible and practical text offers mainstream classroom teachers a comprehensive resource on educating English language learners (ELLs) successfully. The Second Edition of Not for ESOL Teachers identifies key issues and challenges concerning the teaching of language and content to English language learners. It also offers teachers a variety of research-proven strategies in order to address those students’ multiple learning needs.

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Editorial Reviews

From the Publisher

“Addressing basic terms without being condescending, and offering interesting and challenging concepts that all teachers should consider in their work…this book draws from the most current and relevant research in the field of second language and culturally responsive teaching and presents useful ideas for all teachers to utilize in their classrooms….A good read!”

—Peggy Laughlin, University of Wyoming/Casper College Center

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Product Details

Table of Contents

Table of Contents

Not for ESOL Teachers, 2nd Edition

Forward

Preface

Notes to the Reader

PART ONE - Classrooms of Today

Chapter 1 - Voices from the Classroom

Chapter 2 — Cultural Diversity in the Mainstream Classroom

Chapter 3 — Cross-cultural Understanding in Academic Settings (formerly Ch. 3 Cultural Miscommunication in Academic Settings and Ch. 4 Understanding Other Cultures)

Chapter 4 — Diverse Learning Styles

PART TWO (Formerly part three) - The Experience of Learning Another Language

Chapter 5 (formerly Ch. 12) — What Teachers Need to Know about Language Acquisition

Chapter 6 (formerly Ch. 11) — The School Experience for the English Learner

PART THREE — (formerly part four) Learning English through Academic Content

Chapter 7 (Formerly Ch. 15) — Literacy and the English Language Learner

Chapter 8 (Formerly Ch. 13) — Why Integrate Language and Content

Chapter 9 (Formerly Ch. 14)— Differentiated Content Instruction for English Language Learners

Chapter 10 (Formerly Ch. 16)— Teaching Math to English Learners — Myths and Methods

PART FOUR (formerly part five) — Assessment and the English Learner

Chapter 11 (formerly Ch. 17) — Traditional Assessment: Why it is Inappropriate

PART FIVE (formerly part six) —

English Language Learners and the Wider Community

Chapter 12 (formerly Ch. 19) — Suggestions for Support Personnel

Chapter 13 (formerly Ch. 18) — How Teachers Can Help Parents of ELLs

PART SIX (formerly part two) - Sampler of Cultural Groups: The Teacher as Cultural Observer

Chapter 14 (formerly Ch. 6) — Native Americans or American Indians

Chapter 15 (formerly Ch. 7) — Asian Americans/Indians

Chapter 16 (Formerly Ch. 8) — Muslims, Followers of Islam, and Speakers of Arabic

Chapter 17 (Formerly Ch. 9) — Haitians

Chapter 18 (Formerly Ch. 10) — Hispanics, Latinos/as, and Spanish Speakers

Appendixes

Appendix A ESOL Methods and Strategies

Appendix B Language Level Classifications and Descriptions

Appendix C Websites: Standards for English Language Learners

Appendix D Social Studies Adaptation — U.S. Government

Appendix E Adaptation of Science

Appendix F Class Assignment: Content Area Textbook Analysis Form

Appendix G Project Rubric for Textbook Modifications

Appendix H Resources: Journals and Websites

Appendix I SIOP Lesson Planning Guide

Glossary of Terms

References and Bibliography

Index

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