ISBN-10:
0325062498
ISBN-13:
9780325062495
Pub. Date:
03/17/2016
Publisher:
Heinemann
ESL Teaching, Revised Edition: Principles for Success

ESL Teaching, Revised Edition: Principles for Success

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Product Details

ISBN-13: 9780325062495
Publisher: Heinemann
Publication date: 03/17/2016
Edition description: Revised
Pages: 304
Sales rank: 505,862
Product dimensions: 7.30(w) x 9.10(h) x 0.80(d)
Age Range: 5 - 17 Years

About the Author

Yvonne S. Freeman is the coauthor or coeditor (with David E. Freeman) of 11 Heinemann books, including: - ESL Teaching: Revised Edition (2016) - Essential Linguistics, 2d ed. (2014) - Between Worlds: Access to Second Language Acquisition, 3d ed. (2011) - La ensenanza de la lectura y la escritura en espanol y en ingles en clases biling^D"ues y de doble inmersion, segunda edicion revisada ed. (2009) - Academic Language for English Language Learners and Struggling Readers (2009) - Diverse Learners in the Mainstream Classroom (2008) - Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, 2d ed. (2006) - Dual Language Essentials for Teachers and Administrators (2005) - Closing the Achievement Gap (2002) - Teaching Reading in Multilingual Classrooms (2000) - ESL/EFL Teaching (1998) Yvonne is a professor emerita at the University of Texas Rio Grande Valley. Yvonne and David Freeman are Heinemann Professional Development Providers.

David E. Freeman is the coauthor or coeditor (with Yvonne S. Freeman) of 11 Heinemann books, including: - ESL Teaching, Revised Edition (2016) - Essential Linguistics, 2d ed. (2014) - Between Worlds: Access to Second Language Acquisition, 3d ed. (2011) - La ensenanza de la lectura y la escritura en espanol y en ingles en clases biling^D"ues y de doble inmersion, segunda edicion revisada ed. (2009) - Academic Language for English Language Learners and Struggling Readers (2009) - Diverse Learners in the Mainstream Classroom (2008) - Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, 2d ed. (2006) - Dual Language Essentials for Teachers and Administrators (2005) - Closing the Achievement Gap (2002) - Teaching Reading in Multilingual Classrooms (2000) - ESL/EFL Teaching (1998) David is a professor emeritus at the University of Texas Rio Grande Valley. David and Yvonne Freeman are Heinemann Professional Development Providers.

Mary Soto is an assistant professor in the Teacher Education Department at California State University East Bay in Hayward, California. Mary works with teacher candidates as well as teachers working toward their master's degree. Her research interests include using authentic texts and project based learning to teach emergent bilinguals and long-term English learners. Mary has been a frequent invited speaker, and she presents at international, national, state, and regional conferences including Teachers of English to Speakers of Other Languages (TESOL), the National Council of Teachers of English (NCTE), the California Association of Bilingual Education (CABE), and and the California Association of Teachers of English to Speakers of Other Languages (CATESOL). Mary has written and published a book chapter entitled "A Self-Study of Teacher Educator Practice: Strategies and Activities to Use with Authentic Texts," a monograph entitled "Using Novels to Engage Secondary Emergent Bilinguals in Reading" published by Texas Women's University, and several journal articles including "Teaching the Academic Language and Concepts of Language Arts to Secondary Long-Term English Learners" in the NABE Journal of Research and Practice, "Long Term English Learners: Who are they? How can teachers help? In Secondary Accents: The Newsletter of the TESOL Secondary Interest Section and "In for the Long Haul" in Language: The Journal of Communication and Education.

Ann Ebe began her work in education as a Spanish/ English bilingual elementary school teacher in California and later worked in bilingual schools in Arizona as a bilingual literacy specialist and as an administrator. She then went on to spend four years in Hong Kong as the Associate Principal and Literacy Specialist for the Hong Kong International School where she worked with an international group of teachers and students. Upon returning to the United States, Ann served as Assistant Professor in the Graduate College of Education of the University of Massachusetts Boston prior to her work at Hunter College. Until the fall of 2015 when she moved to Mexico City, Ann was an Associate Professor of Literacy Education and the Director of Bilingual Education Programs in the Graduate School of Education at Hunter College in New York City. Ann was recently awarded a grant from the Brooke Astor Fund for New York City Education to work with schools in East Harlem to improve literacy education for emergent bilingual students. She also worked extensively in schools throughout New York through the City University of New York - New York State Initiative on Emergent Bilinguals (CUNY - NYSIEB). This State funded grant aims to improve education for emergent bilingual students through helping schools value bilingualism as a resource and develop multilingual ecologies. Ann's research interests include exploring translanguaging in classrooms, the reading process of bilingual students, and the ways in which teachers can support their literacy development. Ann has published book chapters and articles on these topics She presents regularly at both national and international conferences. Her work with teachers in the United States and abroad involves developing and implementing language arts curriculum to put literacy theory into practice. Ann has been invited to share her research with teachers and administrators in Norway, China, Singapore, Malaysia and Hong Kong. She now lives in Mexico City. Her book on the teaching of reading, published by Heinemann, is entitled Insight from the Eyes: The Science of Effective Reading Instruction.

Table of Contents

Acknowledgments vii

Introduction ix

Chapter 1 Methods of Teaching a Second or Foreign Language 1

Chapter 2 Teaching Should Be Learner Centered 41

Chapter 3 Teaching Should Go from Whole to Part 70

Chapter 4 Teaching Should Develop Academic Language and Content 95

Chapter 5 Teaching Should Be Meaningful and Purposeful 128

Chapter 6 Teaching Should Include Interactions to Develop Both Oral and Written Language 169

Chapter 7 Teaching Should Support Students' Languages and Cultures 203

Chapter 8 Teaching and Assessment Should Reflect Faith in the Learner 233

References 263

Children's and Adolescent Literature Cited 274

Index 279

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