Overview

Full Product Details

Author:   Joy L. Egbert ,  Gisela Ernst-Slavit
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 18.70cm , Height: 1.30cm , Length: 23.20cm
Weight:   0.308kg
ISBN:  

9780138156763

ISBN 10:   013815676
Pages:   232
Publication Date:   30 June 2010
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

PART ONE – Understanding the Roles of Language and Content   Chapter 1 – Academic success:  Learning the language of school Key Issues Cartoon – ELLs need to learn much more than just language The language of school Social language Everyday aspects Example of concept:  What’s in a name? Intercultural aspects Instructional aspects Academic language Vocabulary Grammar/Syntax Discourse The BICS/CALP distinction Connection between BICS/CALP and the language of school Extensions For Reflection For Action   Chapter 2 – The role of language proficiency in school Key Issues Language proficiency Language domains Receptive and productive skills Factors influencing language proficiency Levels of language proficiency Starting Emerging Developing Expanding Bridging The role of native languages and cultures Connection between academic language and content Language functions Academic achievement Communicative competence Keys for developing academic language Extensions For Reflection For Action   PART TWO – Components of Effective Lesson Design   Chapter 3 – Assessing student strengths and needs Key Issues Background Understanding Needs Collecting General Information Language Background and Needs Educational/Academic Background Content Background and Knowledge Cultural Background Guidelines for Understanding Student Needs Conclusion Extensions For Reflection For Action   Chapter 4 – Writing and teaching to language objectives Key Issues Background Understanding Objectives Content objectives Language objectives Teaching to language objectives Conclusion Extensions For Reflection For Action   Chapter 5 – Connecting to students’ lives Key Issues Background Understanding Connections Making personal connections Making academic connections Building Background Knowledge Integrating Connections Guidelines for Making Connections Conclusion Extensions For Reflection For Action   Chapter 6 –Designing Engaging Tasks Key Issues Background Understanding Engaging Tasks Elements of Tasks Elements of Task Process Instructional groupings Modes Task structure Time and pacing Scaffolding Resources/Texts Teacher/Student roles Procedural tools. Elements of Task Product Pedagogical Connections Guidelines for Task Design Conclusion Extensions For Reflection For Action   Chapter 7 – Assessing Lessons and Students Key Issues Background Understanding Assessment Assessing Student Process and Product Homework and Parents Assessing Lessons Guidelines for Assessment Conclusion Extensions For Reflection For Action   PART THREE – Designing Lessons for Academic Success   Chapter 8 – Unlocking the language of Ssience Key Issues National and state standards o       Emphasis on inquiry and discovery learning The role of students’ languages, cultures and communities The specialized language of science o       Vocabulary o       Grammar/Syntax o       Discourse o       Language functions ·        Teaching strategies for learning and talking science ·        Talking science: An example from the classroom Extensions o       For Reflection o       For Action             Chapter 9 – Unlocking the language of mathematics Key Issues National and state standards o                   Emphasis on problem solving The role of students’ languages, cultures and communities The specialized language of mathematics o       Vocabulary o       Grammar/Syntax o       Discourse o       Language functions ·        Teaching strategies for learning and talking mathematics ·        Talking math: An example from the classroom Extensions o       For Reflection o       For Action     Chapter 10 – Unlocking the language of English language arts Key Issues National and state standards o       Preparing students for the literacy demands of today and tomorrow The role of students’ languages, cultures and communities Literacy and language learning:  An integrated model o       Texts o       Processes and strategies o       Systems of structure of language o       Audiences o       Contexts ·        Teaching strategies for learning language skills and literacies ·        Placing the learner at the center: An example from the classroom Extensions o       For Reflection o       For Action   Chapter 11 – Unlocking the language of social studies ·        Key Issues       ·        About the field of social studies ·        The specialized language of social studies o       Grammatical features o       Discourse ·        Strategies for teaching and learning social studies ·        Extensions o       For Reflection o       For Action   Chapter 12--Putting it all together ·        Key Issues ·        Background ·        Understanding the whole ·        Lesson examples o       Adapting lessons ·        Guidelines for creating and adapting lessons ·        Extensions o       For Reflection o       For Action   References   Appendix A   Index   (to be decided)    

Reviews

This book carefully outlines exactly what the classroom teacher needs to do in order to correctly accommodate ELL students in the content area classroom. - Kimberley Kreicker, Ph.D., Emporia State University, Lawrence, Kansas

"""This book carefully outlines exactly what the classroom teacher needs to do in order to correctly accommodate ELL students in the content area classroom."" - Kimberley Kreicker, Ph.D., Emporia State University, Lawrence, Kansas      "

This book carefully outlines exactly what the classroom teacher needs to do in order to correctly accommodate ELL students in the content area classroom. - Kimberley Kreicker, Ph.D., Emporia State University, Lawrence, Kansas

Author Information

Joy Egbert, PhD, is Professor of ESL and Education Technology at Washington State University, Pullman.  She is an award winning teacher, materials developer, and researcher. She is the author of Supporting Learning with Technology: Essentials of Classroom Practice (Pearson, 2009), CALL Essentials (TESOL, Inc, 2005), and seven other books for ESL and technology-using teachers, in addition to many other publications.   Dr. Gisela Ernst-Slavit is a professor at Washington State University Vancouver. She investigates language and education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives.  She teaches courses in ESL methods, sociolinguistics, research on second language teaching and learning, and critical issues for Latino students.

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