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Building upon the theoretical and practical foundation outlined in
their previous book, Educating English Learners, the authors show
classroom teachers how to develop a repertoire of instructional
techniques that address K-12 English learners (ELs) at different
English proficiency and grade levels, and across subject areas.
Show, Tell, Build is organized around two decision maps for
planning and implementing differentiated instruction for ELs: the
Academic Subjects Protocol (for teachers of academic subjects) and
the Language Arts Protocol (for teachers of language arts). The
instructional tools and techniques described in each chapter help
teachers provide communication support for ELs through showing and
telling, and develop their language proficiency through building
their skills. The book also discusses the demands that academic
language poses for English learners and ways to assess students'
proficiency in English. Show, Tell, Build provides classroom
teachers, English language development specialists, literacy
coaches, and school leaders with valuable knowledge and skills to
support ELs' academic success.
In Educating English Learners, Joyce W. Nutta and her colleagues
offer practical tools for helping schools and teachers successfully
integrate English learners into mainstream classrooms. Drawing on
the One Plus model presented in the award-winning book, Preparing
Every Teacher to Reach English Learners, the authors now turn their
attention to the needs of K-12 teachers who typically have two or
three English learners in their classrooms. English learners are
not a homogenous group, andthe challenges they face vary
tremendously. Nutta and her colleagues present protocols and case
studies to help preservice and in-service teachers understand the
needs of English learners in their classrooms and differentiate
instruction and assessment accordingly. Woven throughout the book
are the stories of Gero, Edith, Tasir, and Edgar, four case study
students of different ages, backgrounds, and levels of English
proficiency. The authors show how the protocols they provide can be
applied to adaptsample lessons for students like these, across a
range of grade levels, subject areas, and pedagogical approaches.
Finally, the authors show how the system can be applied schoolwide
for a collaborative approach to meeting English learners' needs.
Course Design for TESOL offers a unique approach of integrating
curriculum with teaching activities to allow language educators to
utilize the text in a variety of courses in a TESOL program.
Although the authors assume readers have a basic knowledge of
English grammar, this textbook/resource is designed to be
comprehensible to those who have not had an SLA or Applied
Linguistics course. Because each language skill is discussed in
detail in terms of important theories and concepts and actual
teaching activities are included, the book can also be used in a
Methods course or a combined Curriculum Design-Methods (or Methods
and Materials) course. Part I explores the basic language
acquisition theories and their influences on current teaching
practices in the field. Part II then moves on to the core elements
of designing a curriculum or course: conducting the needs analysis,
setting of course goals/objectives, designing the syllabus, and
writing lesson plans. Part III: Instructional Activities and
Assessment Techniques features chapters on the teaching of
listening, speaking, reading, writing, grammar, and culture. Within
each of these chapters, the authors address the fundamental issues
related to the teaching of each skill and then discuss the
components of a good activity (and how to design one), and then
offer four sample activities (one for each type of syllabus) and
guidance on assessing that skill. The activities can be adapted for
use in a variety of classrooms and settings. Part IV addresses
contemporary trends-curriculum issues in North America and Europe
(standards and educational policy), practices in teaching in Asia
(particularly China and Korea), and technology-enhanced learning.
Building upon the theoretical and practical foundation outlined in
their previous book, Educating English Learners, the authors show
classroom teachers how to develop a repertoire of instructional
techniques that address K-12 English learners (ELs) at different
English proficiency and grade levels, and across subject areas.
Show, Tell, Build is organized around two decision maps for
planning and implementing differentiated instruction for ELs: the
Academic Subjects Protocol (for teachers of academic subjects) and
the Language Arts Protocol (for teachers of language arts). The
instructional tools and techniques described in each chapter help
teachers provide communication support for ELs through showing and
telling, and develop their language proficiency through building
their skills. The book also discusses the demands that academic
language poses for English learners and ways to assess students'
proficiency in English. Show, Tell, Build provides classroom
teachers, English language development specialists, literacy
coaches, and school leaders with valuable knowledge and skills to
support ELs' academic success.
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