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Books > Social sciences > Education > Teaching of specific groups > Teaching of ethnic minorities
For California teachers only! Here at last is that single teaching
resource for making the critical link between the ELD Standards and
the CCSS ELA Standards. Standard by standard, you'll quickly
discover how to integrate language development into your day-to-day
content instruction, fully armed with an insider's understanding of
how best to support our many ELs. Horizontal and vertical views
reveal how each ELD Standard changes and progresses by grade and
proficiency level. What the Student Does sections unpack what
meeting a standard looks like in practice. CCSS ELA Standards are
displayed side by side with California's ELD Standards so you can
appreciate the purposeful alignment. What the Teacher Does sections
provide specific instructional guidance.
The new edition of Assessing English Learners in the Content Areas:
A Research-into-Practice Guide for Educators seeks to provide
guidance to classroom teachers, staff developers, and test-item
designers who want to improve ESL assessment outcomes, in the
content areas of language arts, mathematics, science and social
studies. Significant modifications in education legislation since
the publication of the first edition have necessitated this new
volume, which includes updated EL demographics as they relate to
the Common Core Standards and Every Student Succeeds Act and
revised state-by-state test accommodation information. New to this
edition is information about the assessment of language arts (in
addition to mathematics, science, and social studies). The Second
Edition also features new research-based recommendations for
large-scale and classroom-based assessments. Like the previous
edition, the first two chapters of the book establish the
background for the discussion of content-area assessment for ELs,
examining several important characteristics of this rapidly growing
student population and providing a description of various forms of
assessment, including how EL assessment is different from the
assessment of English-proficient students. Important assessment
principles that educators should use in their evaluation of tests
or other forms of measurement are provided. Other chapters review
EL test accommodations throughout the US (because, surprisingly,
most teachers do not know what they can and cannot allow) and the
research on the effectiveness of these types of accommodations. The
book analyses the characteristics of alternative assessment and
makes recommendations as to how to increase the validity,
reliability, and practicality of alternative assessments. The book
proposes fundamental assessment practices to help content area
teachers in their evaluation of their students' progress. Two
extensive appendixes outline TESOL Proficiency Standards and
academic vocabulary for the content areas.
For California teachers only! Here at last is that single teaching
resource for making the critical link between the ELD Standards and
the CCSS ELA Standards. Standard by standard, you'll quickly
discover how to integrate language development into your day-to-day
content instruction, fully armed with an insider's understanding of
how best to support our many ELs. Horizontal and vertical views
reveal how each ELD Standard changes and progresses by grade and
proficiency level. What the Student Does sections unpack what
meeting a standard looks like in practice. CCSS ELA Standards are
displayed side by side with California's ELD Standards so you can
appreciate the purposeful alignment. What the Teacher Does sections
provide specific instructional guidance.
Teaching English Language Learners is a handbook for elementary
staff who work with English Language Learners, but who don't have
specialized training in English language acquisition. The book is a
handy reference that describes all stages of learning English, and
how home language and culture affect English Language Learners in
school. It provides a thorough picture of English Language Learners
by describing English language levels, adjustment behaviors, family
interactions and expectations, non-academic areas of need, and how
to discern whether or not student difficulties are language based.
It also offers practical strategies for teaching writing and
describes general Project Based Learning activities appropriate for
both large and small groups. The book supports classroom teachers,
para-educators, volunteers, teachers in training, specialists and
other adults working with elementary English Language Learners.
The relationship between self-esteem and student achievement is
analyzed in this book.
This book provides a comprehensive overview of approaches to
academic literacy instruction and their underpinning theories, as
well as a synthesis of the debate on academic literacy over the
past 20 years. The author argues that the main existing
instructional models are inadequate to cater for diverse student
populations, and proposes an inclusive practice approach which
encourages institutional initiatives that make academic literacy
instruction an integrated and accredited part of the curriculum.
The book aims to raise awareness of existing innovative literacy
pedagogies and argues for the transformation of academic literacy
instruction in all universities with diverse student populations.
In France not only French is spoken, but also a number of other
languages, i.e. those spoken by autochthonous groups and by
immigrants, as well as those in use in the overseas territories of
France. Presenting all of them in a detailed manner, this volume
discusses the opportunities plurilingualism can bring for a
society.
This title introduces core concepts in teaching methods and
approaches. This textbook shows you how to link research to
practice in TESOL methodology. Covering core topics from vocabulary
and grammar to teaching, writing, speaking and listening, it
emphasises how current interpretations have impacted on the
language classroom worldwide. It investigates the meaning of
'methods' and 'methodology' and the importance of these for the
teacher, as well as the underlying assumptions and beliefs teachers
bring to bear in their practice. By introducing you to language
teaching approaches, you will explore the way these are influenced
by developments in our understanding of language, learning
technologies, learners, and their socio-cultural world. Three main
areas in TESOL methods are covered: the impact of learner needs,
context and culture on language, learning and teaching approaches;
knowledge of language and its impact on methods, from the word to
whole texts; and multiple literacies and competences for the modern
world, including academic literacy and web literacy, socio-cultural
and intercultural competence. It also discusses the impact on
teacher choices and methods of World Englishes, approaches to
grammar, and learner development. It is written specifically for
those studying TESOL teaching. Each chapter illustrates core
principles in practice using case studies of English teaching
worldwide. Guided tasks, including article critique, case study
analysis, and classroom research, prepare students to engage
critically with research literature. It is the first book to teach
methods and practice in a global context.
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