Overview

A Course for Teaching English Learners, 2/e by well-respected author and educator Lynne T. Diaz-Rico, gives pre-service and in-service teachers the background principles and practical classroom techniques they need to successfully teach all English learners. The author provides a wealth of background principles underlying the cultural, linguistic, and sociocultural context and foundations of learning and provides a comprehensive framework that focuses on more than just reading and writing. Unique to this text is its flexible, comprehensive underlying framework that outlines both psychological and sociocultural contexts for English language acquisition and structured content delivery across the elementary middle school, and high school grades.

Full Product Details

Author:   Lynne Diaz-Rico ,  Lynne T Daz-Rico
Publisher:   Pearson Education (US)
Imprint:   Pearson
Edition:   2nd edition
Dimensions:   Width: 10.00cm , Height: 10.00cm , Length: 10.00cm
Weight:   0.100kg
ISBN:  

9780132490351

ISBN 10:   0132490358
Pages:   408
Publication Date:   24 January 2011
Audience:   College/higher education ,  Tertiary & Higher Education
Replaced By:   9780134892627
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface Part One: Teaching English to English Learners Introduction: Teaching English Learners     English Learners in U.S. Schools     English Learners around the World     The Professional Preparation of Teachers to Educate English Learners Chapter One: Language Structure and Use     Ah, Language!     Language Universals     Phonology: The Sound Patterns of Language     Morphology: The Words of Language     Syntax: The Sentence Patterns of Language     Semantics: The Meanings of Language     Language Functions     Discourse     Pragmatics: The Influence of Context     Dialects and Language Variation Chapter Two: First- and Second-Language Development and Their Relationship to Academic Achievement     Processes and Stages of Language Acquisition     Theories and Models of Second-Language Acquisition     Factors That Influence Second-Language Acquisition Part Two: Assessment and Instruction Chapter Three: Assessment of English Learners     Principles of Standards-Based Assessment and Instruction     Role, Purposes, and Types of Assessment     Language and Content Area Assessment     Special Issues in Assessment Chapter Four: Programs for English Learners     The History of Multilingual Competency in the United States     Federal and State Requirements for ELD Services     The Politics of Bilingual Education     Empowerment Issues Related to English Learners     Equity and Policy Issues Related to English Learners     Components of ELD Programs     English Language Development and Academic Instruction     Parental Rights and Communicating with Families Chapter Five: English Language Development, Lesson Planning, and Specially Designed Content Instruction in English     Differentiated Instructional Delivery in the Content Domains       Instructional Needs Beyond the Classroom       Instructional Planning and Organization for ELD and SDAIE     Teaching with SDAIE Strategies     Effective Resource Use in ELD and SDAIE     Teacher Commitment Chapter Six: English Language Development     The Focus on Communicative Interaction     The Role of Grammar     Content-Based English Language Development     Basic Interpersonal Communication Skills Chapter Seven: English Language Literacy Development Part Three: Culture and Inclusion Chapter Eight: Culture and Cultural Diversity and Their Relationship to Academic Achievement     Cultural Concepts and Perspectives     Cultural Contact     Cultural Diversity in the United States and California     Intercultural Communication     Investigating Ourselves as Cultural Beings Chapter Nine: Culturally Inclusive Instruction     The Role of Culture in the Classroom and School     Educating Students about Diversity     Learning about Students' Cultures     Cultrually Inclusive Learning Environments     Family and Community Involvement Bibliography Name Index Subject Index         

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Author Information

Lynne T. Díaz-Rico is a Professor of Education at California State University, San Bernardino. She has worked with public and private teacher education institutions and agencies around the world to prepare teachers for classrooms with diverse students and English-language pedagogy. Her books Crosscultural, Language, and Academic Development Handbook and Strategies for Teaching English Learners are widely used to educate English-language development teachers. Her research interests are in pedagogies for multilingual classrooms; creative, innovative English teaching strategies; critical discourse analysis, and visual literacy.

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