Myths and Realities

Best Practices for English Language Learners
Author: Katharine Davies Samway,Denise McKeon
Publisher: Heinemann Educational Books
ISBN: 9780325009896
Category: Education
Page: 208
View: 9282

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This second edition updates the myths the authors challenged in the first book as well as addressing new ones that have arisen since, and discuss how teachers of ELLs can ensure that their students will fare well in the era of No Child Left Behind.--[book cover]

Helping English Language Learners Succeed


Author: Carmen Zuniga-Dunlap
Publisher: Teacher Created Materials
ISBN: 1425895646
Category: Education
Page: 256
View: 8563

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Guide your English language learners toward academic success with instructional practices, approaches, and strategies that are rooted in current research findings and best practices. Helping English Language Learners Succeed incorporates effective models and background information in its practices that further writing, listening and speaking, reading comprehension, and vocabulary development. This second edition resource helps teachers provide essential language development support for all English language learners.

Teaching English Language Learners

43 Strategies for Successful K-8 Classrooms
Author: Michaela Colombo
Publisher: SAGE Publications
ISBN: 1506320139
Category: Education
Page: 280
View: 8398

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Ideal as a supplementary text for a variety of courses and as a guide for in-service teachers and for professional development settings, Teaching English Language Learners: 43 Strategies for Successful K–8 Classrooms provides teachers of all content areas with a broad, practical approach to teaching English language learners in the regular classroom setting.

Advocating for English Learners

Selected Essays
Author: James Crawford
Publisher: Multilingual Matters
ISBN: 1847690726
Category: Language Arts & Disciplines
Page: 193
View: 8092

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A collection of 18 essays addressing the policy and politics of educating English language learners. Subjects include demographic change and its educational implications, American responses to language diversity, public controversies over bilingual education, high-stakes testing and its impact on English language learners, and the precarious status of language rights in the USA.

English Language Learners:

Differentiating Between Language Acquisition and Learning Disabilities
Author: Janette Klingner,Amy Eppollito
Publisher: Council For Exceptional Children
ISBN: 0865864780
Category: Education
Page: 125
View: 3988

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This unique guide for special education teachers, teachers of English language learners, and other practitioners provides the foundational information needed to determine whether the language difficulties experienced by English language learners (ELLs) result from the processes and stages of learning a second language or from a learning disability (LD). The book addresses the following critical factors in detail: determining whether an ELL's struggles with reading in English are due to LD or language acquisition; characteristics of language acquisition that can mirror LD; different types of ELLS and why these differences are important; considering a student's "opportunity to learn" when determining whether he or she may have LD; common misconceptions and realities about ELLs and the second language acquisition process; ways that learning to read in English as a second or additional language differ from learning to read English as a first language, and how the differences can be confusing for ELLs; how schools can establish structure to facilitate the process of distinguishing between language acquisition and LD; how families are involved in the process; guidelines for determining which ELLs should be referred for evaluation; and what it means to use an ecological framework to determine whether ELLs have LD.

Linguistic Diversity and Teaching


Author: Nancy L. Commins,Ofelia B. Miramontes
Publisher: Routledge
ISBN: 1135683158
Category: Education
Page: 208
View: 3127

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Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors. *Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings. *Part III offers the authors' own interpretations of the issues raised throughout the text, outlines a number of ways in which teachers can continue to explore these topics, and includes exercises for further reflection. A glossary and annotated bibliography are provided. This text is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching.

Language Policy


Author: D. Johnson
Publisher: Springer
ISBN: 1137316209
Category: Language Arts & Disciplines
Page: 291
View: 5920

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A detailed overview of the theories, concepts, research methods, and findings in the field of language policy is provided here in one accessible source. The author proposes new methodological, theoretical, and conceptual directions and offers guidance for doing language policy research.

Foundations for Multilingualism in Education

From Principles to Practice
Author: Ester J. De Jong
Publisher: Caslon Publishing
ISBN: 9781934000069
Category: Education
Page: 288
View: 2542

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Foundations for Multilingualism in Education: from Principles to Practice equips pre-service and in-service educators with the knowledge and skills they need to make informed language and literacy education decisions in multilingual schools. It also shows multiple pathways for advocacy through classroom and school practices and policy-making, and sets an agenda for research from a multilingual perspective. This foundational text takes a comprehensive, pluralistic approach to theory and research on multilingualism in education. De Jong goes beyond traditional discussions about "the best bilingual or multilingual model", and introduces four core principles that are applicable across a wide range of multilingual contexts: 1) Striving for Educational Equity, 2) Affirming Identities, 3) Promoting Additive Bi/Multilingualism, and 4) Structuring for Integration. Readers learn to apply these principles to practice, policy-making, and research in bilingual, multilingual, and English-medium school contexts.

When English Language Learners Write

Connecting Research to Practice, K-8
Author: Katharine Davies Samway
Publisher: Heinemann Educational Books
ISBN: N.A
Category: Education
Page: 200
View: 7763

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Unfair mythologies about English language learners have sprung up in schools around the country. Unsure how to help nonnative speakers write, some teachers and administrators have resorted to deficit-based stereotypes: ELLs can't write They have writing problems They are reluctant writers They need to be taught the skills of writing before writing independently. In reality, however, ELLs benefit from the same smart, research-based instructional strategies as mainstream student writers, and in When English Language Learners Write, Katharine Davies Samway explores second language writers, shattering myths and in their place offering meaningful insight into powerful instruction. Not only does Samway provide a window into the latest research as well as practical teaching ideas, she takes you inside the minds and classroom experiences of five ELLs. She documents the ways they think, the products of their learning, and their progress as writers.

Bilingual and ESL Classrooms

Teaching in Multicultural Contexts
Author: Carlos J. Ovando,Mary Carol Combs
Publisher: Rowman & Littlefield
ISBN: 1475823134
Category: Education
Page: 560
View: 705

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This classic text integrates theory and practice to provide comprehensive coverage of bilingual and ESL education.

Home-School Connections in a Multicultural Society

Learning From and With Culturally and Linguistically Diverse Families
Author: Maria Luiza Dantas,Patrick C. Manyak
Publisher: Routledge
ISBN: 1135282110
Category: Education
Page: 312
View: 8730

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Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, Home-School Connections in a Multicultural Society shows pre-service and practicing teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families. Combining engaging cases and relevant key concepts with thought-provoking pedagogical features, this valuable resource for educators at all levels: Provides detailed portraits of diverse families that highlight their unique cultural practices related to schooling and the challenges that their children face in school settings Introduces key sociocultural and ethnographic concepts, in ways that are both accessible and challenging, and applies these concepts as lenses through which to examine the portraits Shows how teachers and researchers have worked with diverse families to build positive relationships and develop learning activities that incorporate children’s unique experiences and resources Disrupting deficit assumptions about the experiences and knowledge that culturally and linguistically diverse children acquire in their homes and communities, this book engages readers in grappling deeply and personally with the chapters’ meanings and implications, and in envisioning their own practical ways to learn from and with families and children.

Educating English Language Learners

A Synthesis of Research Evidence
Author: Fred Genesee,Kathryn Lindholm-Leary,Bill Saunders,Donna Christian
Publisher: Cambridge University Press
ISBN: 1139448986
Category: Psychology
Page: N.A
View: 4812

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The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.

Bilingual Education

From Compensatory To Quality Schooling
Author: María Estela Brisk
Publisher: Routledge
ISBN: 1135618402
Category: Education
Page: 272
View: 4081

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Bilingual Education: From Compensatory to Quality Schooling, Second Edition maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable. Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students--classroom teachers, administrators, and curricula developers--will find the information in this text essential and will appreciate the straightforward approach and easy reading style. New in the Second Edition: *A new Chapter 1, Pursuing Successful Schooling, includes the definition of success that frames the content of the book, and a review of how the research on bilingual education has changed. *Chapter 2, Bilingual Education Debate, is substantially revised to address major changes in demographics and legislation. *Chapter 3, Contextual and Individual Factors: Supports and Challenges, is updated to include important new research on the external and internal factors affecting learners and a new section on peers. *Chapter 4, Creating a Good School, is reorganized and updated. *Chapter 5, Creating Quality Curriculum, is updated throughout, particularly the sections on teaching content areas and assessment. *Chapter 6, Creating Quality Instruction, includes extensive new material in the sections on "Teaching English and In English" and "Teaching Students with Limited Schooling." *Chapter 7, Beyond the Debate, has an extensive new section describing and analyzing how the framework for quality education can be used as a guide to help create a new program.

High-stakes Testing and the Decline of Teaching and Learning

The Real Crisis in Education
Author: David W. Hursh
Publisher: Rowman & Littlefield
ISBN: 9780742561496
Category: Education
Page: 175
View: 7848

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Argues that education in the States and Britain has been radically transformed, through efforts to create curricular standards, and through an emphasis on accountability measured by standardized tests, and efforts to introduce market competition and private services into educational systems.

Learning about Language Assessment

Dilemmas, Decisions, and Directions
Author: Kathleen M. Bailey
Publisher: Heinle & Heinle Pub
ISBN: 9780838466889
Category: Education
Page: 258
View: 5868

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This title provides a practical analysis of language assessment theory with accessible explanations of the statistics involved. --From publisher's description.

Ethnographic Eyes

A Teacher's Guide to Classroom Observation
Author: Lois Bridges Bird
Publisher: Heinemann Educational Books
ISBN: 9780325002019
Category: Education
Page: 111
View: 6977

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Ethnographic Eyes extends ethnography beyond the work of university researchers and proves what an accessible and instructive observation tool it can be for inservice and preservice teachers.

Second Language Acquisition Myths

Applying Second Language Research to Classroom Teaching
Author: Steven Brown,Jenifer Larson-Hall
Publisher: N.A
ISBN: 9780472034987
Category: Education
Page: 199
View: 5211

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This volume was conceived as a first book in SLA for advanced undergraduate or introductory master’s courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. It is not the goal of this book to address every SLA theory or teach research methodology. It does however address the myths and questions that non-specialist teacher candidates have about language learning. Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation textbook (and workbook). The myths challenged in this book are: § Children learn languages quickly and easily while adults are ineffective in comparison. § A true bilingual is someone who speaks two languages perfectly. § You can acquire a language simply through listening or reading. § Practice makes perfect. § Language students learn (and retain) what they are taught. § Language learners always benefit from correction. § Individual differences are a major, perhaps the major, factor in SLA. § Language acquisition is the individual acquisition of grammar.

Reclaiming Assessment

A Better Alternative to the Accountability Agenda
Author: Chris W. Gallagher
Publisher: Heinemann Educational Books
ISBN: 9780325009186
Category: Education
Page: 144
View: 7249

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No Child Left Behind and accountability programs generally operate via assessment-driven instruction causing a de-professionalization of teachers and a disengagement of students. Chris Gallagher offers us an alternative: instruction-driven assessment with teachers as the primary assessment instrument. It looks like a way to restore teachers as professionals and to restore students as engaged learners . . . and it looks doable. - Gerald W. Bracey, author of Reading Educational Research: How to Avoid Getting Statistically Snookered This is the most engaging, exciting, and useful book on assessment I have read in a long time. Chris Gallagher draws on the rich experiences of Nebraska educators to show why and how that state's teachers are leading a profoundly important assessment revolution. - Monty Neill, Executive Director, FairTest (National Center for Fair & Open Testing) Reclaiming Assessment details a more humane, more educationally sound way to conduct assessments than what is called for in national and state test-based accountability policies. It examines how Nebraska rejected harmful, high-stakes testing in favor of teacher-designed assessments through a groundbreaking local-control assessment system. Presenting vital conceptual details and practical information for any state, district, or school committed to finding something better for their students than filling ovals, Chris Gallagher focuses in on what makes Nebraska's plan work and how it can transform and has transformed classrooms and policies. In particular he homes in on four key aspects of successful teacher-led assessment: engaging teachers by reinvesting them with classroom- and curricular-level decision-making power engaging students through meaningful classroom assessment engaging colleagues through a new, energizing model of professional development engaging parents and other community members through school-community projects. In each instance, Gallagher combines lessons from Nebraska's school-improvement program with "portraits of practice," vignettes written by Nebraska educators that give a close-up look at how the state's assessment system works, why it works, the settings in which it's making a difference, and the leadership styles that match its goals best. Both a challenge to educators to take back assessment from politicized, top-level bureaucrats and a call to create a new agenda for contemporary education, Reclaiming Assessment is an ideal starting point for your efforts to return to student-centered, not test-centered assessment. Put your trust in educators' abilities to observe and know their students, then read Reclaiming Assessment, adopt an assessment model that's already succeeding in hundreds of schools, and start improving how your students are assessed today.

Teaching Language Arts to English Language Learners


Author: Anete Vásquez,Angela L. Hansen,Philip C. Smith
Publisher: Routledge
ISBN: 1135150419
Category: Education
Page: 216
View: 1271

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Examines the challenges that English language learners face and offers educators practical suggestions on how they can help their students learn English reading, writing, grammar, and vocabulary, as well as build their speaking, listening, and viewing skills.

Building Literacy with English Language Learners

Insights from Linguistics
Author: Kristin Lems,Leah D. Miller,Tenena M. Soro
Publisher: Guilford Publications
ISBN: 1462531601
Category: Education
Page: 334
View: 3213

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How can linguistics help teachers of English language learners (ELLs) improve their instruction? What specific competencies do ELLs need to build in order to speak, listen, read, and write in a new language? Now revised and expanded with a broader view of literacy, this book has guided thousands of inservice and preservice teachers to understand the processes involved in second-language acquisition and help ELLs succeed. The authors explain relevant linguistic concepts with a focus on what works in today's diverse PreK-12 classrooms. Effective teaching strategies are illustrated with engaging classroom vignettes; the volume also features instructive discussion questions and a glossary. (First edition title: Teaching Reading to English Language Learners.) New to This Edition *Chapter on digital learning, plus new content on digital technology throughout the book. *Broader view of literacy; increased attention to oral language and writing as well as reading. *Even more user friendly--additional classroom suggestions from real teachers, vignettes, and examples and graphics illustrating linguistic concepts. *End-of-chapter "challenge questions" that inspire deeper reflection. *Coverage of timely topics, such as numeracy and the language innovations of text messages.