Practical Strategies for Teaching English Language Learners / Edition 1

by Ellen Curtin

Overview

“Who is the English Language Learner? How do I communicate with them? How do I prepare them for standardized tests? How do I teach them advanced reading skills when their vocabulary is so limited?”

These are the questions raised by teachers facing the daunting task of teaching English Language Learners regular subject content in the general classroom. The No Child Left Behind policy (2001) raises the accountability for all our students including English Language Learners. This text is a concise and practical resource book that combines current research in English language learning with teaching application strategies for the preK-12^th grade classroom. The teaching strategies are research based, time tested, classroom proven, and they work.

Written for student teachers and experienced teachers new to English Language Learners, the author uses her own teaching experience in the Author Insight feature to offer practical suggestions. Other unique features of the text are the Classroom Scenarios, that present authentic voices from the classroom that connect the scenario to the content of the chapter, Guiding Discussion Questions that follow each scenario stimulate talk and discussion and encourage teachers to become analytical and reflective, and Classroom Application Strategies provide teachers with practical, research —based teaching strategies.

Product Details

ISBN-13:	2900135130598
Publisher:	Pearson
Publication date:	05/06/2008
Series:	NCEI Series
Edition description:	New Edition
Pages:	272
Product dimensions:	7.30(w) x 9.10(h) x 0.70(d)

Table of Contents

BRIEF CONTENTS

CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT

CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE

CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER

CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER

CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS

CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS

CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE

CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM

CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER

DETAILED CONTENTS

PREFACE

CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of Scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

Immigration in the Past-Assimilationist

Immigration Trends Today-Cultural Pluralism

Reality of Classrooms Today

CLASSROOM APPPLICTION STRATEGIES

Steps for Identification of English Language Learner

Placement Possibilities for English Language Learner

TESOL Compliance

Commonly Used Terminology

Identifying Language Levels of Students

NO Child Left Behind and the Classroom Teacher

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

A Brief Overview of First Language Development from Birth to Eight Years

The Connection between First Language and Second Language Literacy Development

Language Differences

An Overview of Second Language Development Theory

Basic Interpersonal Communicative Skills (BICS)

Cognitive Academic Language Proficiency Skills (CALPS)

Transitioning from BICS to CALPS

Cognitive Benefits of Knowing a Second Language

CLASSROOM APPPLICTION STRATEGIES

Teacher Support Strategies during Language Development from BICS to CALPS

Literacy Gaps

Comprehensible Input

Communication not Perfection

No Teacher Left Behind

Understanding Linguistic Terms

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

What Teachers and School Need to Understand about English Language Learners

Emotional/psychological needs.

Cultural needs.

Cognitive needs.

Learning style needs: field dependent and field independent learners.

Linguistic needs.

What English Language Learners Want Teachers to Know About Themselves: The Students Voice

CLASSROOM APPPLICTION STRATEGIES

Caring for the Emotional Needs of English Language Learner

Teacher Support Strategies for the Ell Student

Caring for the Cultural Needs of ELL

Greeting conventions and introductions.

Physical gestures.

Tending to Cognitive and Learning Style Needs of the English Language Learner

Learning style preference.

Getting to Know the English Language Learner during the Silent Period

Important Teacher Tips for the First Day and the First Week of School

Surviving the silent phase.

How English Language Learners want Teachers to Teach: What Students tell us

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

Plan for Teaching English to English Language Learners within Subject Content Areas

Plan to use research-based strategies.

Specially Designed Academic Instruction in English (SDAIE).

SIOP Model.

Plan lessons that are student centered.

What to Teach

How to Teach

CLASSROOM APPPLICTION STRATEGIES

Pre-planning

Where to find inexpensive ideas and materials.

Connecting to Multiple Modalities and Learning Styles of Students

Writing Lesson plans

Making Content comprehensible for English Language Learners

Planning for Active Learning

Evaluating the Planning Process

Teacher Self-Management

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

Interactive Teaching

Matching Teaching Style to Learning Style of Students

CLASSROOM APPPLICTION STRATEGIES

Cooperative Learning

Benefits of Cooperative Learning for the English Language Learner

Organizing groups.

Teaching components of cooperative learning.

brainstorming.

think-pair-share.

numbered heads.

round robin.

jigsaw.

numbered wheel.

response board.

Cooperative Learning and Assessment for English Language Learner

Hands-on-teaching Strategies

Learning Centers

Configuration of Classroom for Learning Centers

Tips for Elementary Teachers

Tips for Middle School and High School Teachers

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

What is Academic Content?

Why Teach English Through Content?

How to Teach Academic Content to English Language Learners?

CLASSROOM APPPLICTION STRATEGIES

Developing Academic Language; Formal and Informal Speech Registers

Implementing Sheltered Instruction/ Specially Designed Academic Instruction in English (SDAIE)

Sheltered Instructional Teaching Strategies

Modifying tests.

Lightening the linguistic load.

Total Physical Response.

Teacher Scaffolding Techniques.

Using Themes to Organize Instruction.

Student Self-Study and Cognitive Academic Language Learning Approach (CALLA).

Teaching Metacognitive Strategies

Teaching Cognitive Strategies

SQRP2RS.

GIST (Generating Interaction between Schemata & Text).

Rehearsal strategies.

Graphic Organizers.

Semantic Feature Analysis.

Rehearsing.

KWL.

See-through Study Sheets.

Paragraph Study Sheet.

List & Leave.

Social Affective Strategies

Differentiated Instruction

Visual learners.

Auditory learners.

Kinesthetic learners.

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

It is now Federal Law

Researchers Prove how English is best taught

Teaching English Language Learners is now the Responsibility of all Teachers and not just ESL Teachers

What are Content Areas?

National Standards

State Standards

Caution about Content for English Language Learners: Academic Gaps

CLASSROOM APPPLICTION STRATEGIES

General Reading Strategies to use with English Language Learners

Literacy Development in Primary School; Emergent and Beginning Readers

Literacy Development in Secondary School: Intermediate, Fluent, and Advanced Readers

Teaching Survey, Question, Read, Recite, and Review (SQ3R).

Teaching Comprehension Skills.

Teaching Strategies to Develop Reading and Fluency.

Generating Interaction between Schemata and Text (GIST).

Strategies for Vocabulary Development.

Textbook Strategies.

Developing Writing Strategies for English Language Learners

Spelling Development

Teaching Academic Content at varying oral Language Proficiency Levels

General Tips

When students have difficulty reading text books.

When students have difficulty reading worksheets & tests.

When students have difficulty writing.

When students have difficulty spelling.

Teaching Social Studies to English Language Learners

Teacher Support Strategies for Teaching Social Studies

Reading large amounts of text.

Providing examples.

Culturally validating.

Staying current and up-to-date.

Teaching Math to English Language Learners

Teaching Math Vocabulary to English Language Learners

Additional Support Strategies for the Teaching of Mathematics

Teaching Science to English Language Learners

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

ADDITIONAL RESOURCES

REFERENCES

CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

What is Assessment?

Purpose of Assessment

High Stakes Testing & Accountability

Case against Standardized Testing

Case for Standardized Testing

Identification and Placement of English Language Learner

Preparing English Language Learners for State Standardized Tests

CLASSROOM APPPLICTION STRATEGIES

Multidimensional Assessment Options for use in K-12 Classroom

Norm-Referenced assessments-Externally Produced Tests

Criterion-Referenced Assessments-Externally Produced Tests

Assessing Student Knowledge Prior to Testing

Other Assessment option-Teacher Produced Tests

Text and curriculum embedded questions & tests.

Oral tests.

Performance assessment.

Portfolios.

Rubrics.

-creating a rubric.

Paper and Pencil Tests.

True-false

matching items.

multiple choice.

completion items.

essay.

short answer test.

Tips for writing Tests for improved readability and comprehension

Assessment options for English Language Learners

Choice in Assessment

Involving Parents

Overcoming Test Anxiety

Teaching to the Test

Grading and the English Language Learner

Preparing for High Stakes Testing

Supporting and motivating student for testing.

Test taking modifications.

Teaching students test taking strategies.

Administering modified tests.

Summary of Best Assessment Strategies for English Language Learners

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES

CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

Motivation and Learning

Self-fulfilling Prophecy

Classroom Management

CLASSROOM APPPLICTION STRATEGIES

Overview of discipline management Models and Practical Classroom Application

Behavior Modification (B. F. Skinner, 1971).

Assertive Discipline (Lee Canter, 1993).

Reality Therapy/Choice Theory (Glasser, 2001).

Positive Discipline (Fred Jones, 1982).

Congruent Communication (Ginott, 1972).

Positive Discipline (Nelsen, Lott, & Glenn, 2000).

Sage Advice for Teachers and Parents

Which Model to Choose?

Creating a Classroom Management Plan

Choosing a Discipline Plan: Importance of Knowing your Student

Author’s Insight: Defining Limits in the Classroom and other General Tips and Guidelines

Steps in Negotiating a Behavioral Contract with Students

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

ADDITIONAL RESOURCES

REFERENCES

CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER

INTRODUCTION

FOCUS QUESTIONS

CLASSROOM SCENARIO

Analysis of scenario

Guiding Discussion Questions

Author’s Insight

WHAT RESEARCH TELLS US

The importance of Family for language and literacy development

The Cultural and Diverse Learning Needs of Students

Attitude of Teacher towards the Home Environment of Student

Hone Visits

Cultural Mismatch between Home and School

Accommodating Parenting Styles

Practices that Promote Home-School Connections

CLASSROOM APPPLICTION STRATEGIES

Strategies to Enhance Communication within School

The Role of the Principal

Placement of programs within schools.

Qualified staff.

Strategies to Enhance communication in the Classroom

Understanding Parent Perspectives

Planning Parent Night/Open House

Communicating with Home

Strategies for enhancing community Relations

Continuing Parent Education

Developing a School and Parent Partnership

Tips for Conducting Parent-teacher Conferences

Conducting a Language Proficiency Assessment Committee (LPAC) Meeting

Final tips for Positive Teacher-Parent Communications

CHAPTER SUMMARY

REFLECTIVE CHAPTER QUESTIONS

SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS

REFERENCES