Working with English Language Learners: Answers to Teachers' Top Ten Questions / Edition 2

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Overview


If you teach English language learners, you probably have too many unanswered questions to count.
  • How do I assess a student's English?
  • How do I get my reluctant speakers to speak English?
  • How do I teach grade-level content to English beginners?

Fortunately, second language acquisition expert and teacher coach Stephen Cary has answers to your most pressing concerns. In Working with English Language Learners he responds to teachers' ten most frequent and most problematic questions with essential information, ready-to-use ideas, and helpful new professional development supports.

Cary takes on the big questions in Working with English Language Learners, Second Edition. He answers them thoroughly with:
Classroom Stories: examples drawn from actual classes that demonstrate outstanding ELL practices.
Reflections: coaching commentary that highlights key teaching strategies and ties together theory and practice.
Discussion & Application: professional reflection questions and action items, new to the second edition, that encourage strong, responsive ELL practices.

With all this plus updated and expanded lists of teacher resources, ELL references and acronyms, new samples of student work, helpful tools, templates, and self-assessment rubrics for teachers, Working with English Language Learners, Second Edition, is perfect for any professional development setting or for self-study. Read it and, finally, get your most important ELL questions answered.

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Product Details

  • ISBN-13: 9780325009858
  • Publisher: Heinemann
  • Publication date: 9/28/2007
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 208
  • Sales rank: 154,859
  • Product dimensions: 7.38 (w) x 9.16 (h) x 0.42 (d)

Meet the Author

Stephen Cary is the author of the Heinemann titles Working with English Language Learners, Second Edition: Answers to Teachers' Top Ten Questions (2007) and Going Graphic: Comics at Work in the Multilingual Classroom (2004) and provides professional development through Heinemann Speakers. A second language learner specialist, Stephen has worked as a teacher, resource teacher, and administrator. Dr. Cary currently consults in schools throughout the U.S. and abroad and serves as adjunct faculty in the University of San Francisco's teacher education and international/multicultural education programs. As a consultant, Cary offers a variety of workshops, in-class demo activities, teacher coaching, and program planning and evaluation services. His other work includes parent education and involvement programs, Spanish language programs for teachers, family/community oral history projects, and teacher training institutes on peer coaching, CLAD (Cross-cultural Language and Academic Development), and CALLA (Cognitive Academic Language Learning Approach).
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Table of Contents


Acknowledgments     ix
A Note on the Second Edition     xi
Introduction     1
How do I assess a student's English?     9
How do I find useful information on a student's cultural background?     21
How do I make my spoken language more understandable?     36
How do I get my reluctant speakers to speak English?     52
How do I make a difficult textbook more readable?     66
How do I help students improve their English writing?     79
How do I teach grade-level content to English beginners?     94
How do I help students build learning strategies?     114
How do I support a student's first language when I don't speak the language?     131
How do I minimize communication conflicts in a multilingual classroom?     148
Epilogue     162
References     163
Trade Books Mentioned in Text     169
Web Resources     170
List of Acronyms     184
Index     191
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  • Anonymous

    Posted May 21, 2010

    easy to read, not very interesting or useful

    This text seemed like it would be an easy-read full of helpful strategies. I was required to read it as part of a professional development program at my school. I teach primary grade students, and I did not find the information to be relevant or applicable to my teaching situation.

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