Overview

Teaching Learners of English in Mainstream Classroomsis a unique resource designed to help K-8 classroom teachers integrate language learning into the content curriculum.   This book helps teachers teach their grade level curriculum even though they may have English language learners in their classrooms. By using the strategies provided, teachers can promote content achievement for all of their students. Specificially written for content teachers, Linda New Levine and Mary Lou McCloskey’s clear and friendly writing style emphasizes practical application of known second language learning principles. The authors offer classroom teachers practical strategies and tools to integrate content and language learning, accelerating the academic achievement of their students. Techniques for developing reading writing and speaking skills in the content areas are also emphasized.  

Full Product Details

Author:   Linda New Levine ,  Mary Lou McCloskey
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 27.60cm , Height: 1.40cm , Length: 21.70cm
Weight:   0.862kg
ISBN:  

9780205410590

ISBN 10:   0205410596
Pages:   384
Publication Date:   16 October 2008
Audience:   Professional and scholarly ,  Professional & Vocational
Replaced By:   9780132685146
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

List of Tables, Figures, and Photos   Introduction   Chapter 1:  Language Acquisition and Language Learning in the Classroom   What do we know about first language acquisition?             Language acquisition is universal             Language acquisition is natural             Language acquisition does not require instruction What is the nature of the first language environment?             Children are immersed in language             Language is highly contextualized             Language is a tool for purposeful use             Children are physically active while learning languages             Acquisition occurs within a social environment             Children choose those aspects of language they wish to acquire             Language acquisition is emotionally embedded             Language acquisition is an integrated learning experience How is learning a second language in the classroom different from acquiring a first language?             The acquisition and learning hypothesis             The natural order hypothesis             The input hypothesis             The affective filter hypothesis             The monitor hypothesis What are factors affecting acquisition?             Limited language input             Classroom organization             High content and language level             Academic and social language             Negative Bias             Cognition, age, and social/cultural differences             Error correction             Culture shock What strategies do ELLs use to acquire languages?             Overgeneralization             Transfer             Simplification What Can ELLs Tell Us About Positive Classroom Environments and Learning Experiences?             ELLs are active acquirers             ELLs seek to find meaning             ELLs seek to use language for purposeful activity             ELLs profit from physical activity             ELLs are social beings             ELLs choose the language they want to learn             ELLs respond to an emotionally positive classroom             ELLs respond to interesting content information   Questions for Reflection Activities for further learning Suggested readings about first language acquisition Suggested readings about comprehensible input Web Sites for further learning References     Chapter Two    Principles of Integrated Language Teaching and Learning  Activity-Based Language Teaching and Learning Principle 1:  Active Engagement. Principle 2:  Cultural Relevance Principle 3. Collaboration Principle 4:  Learning Strategies Communicative Teaching and Learning Principle 5:  Comprehensible Input with Scaffolding Principle 6: Prior Knowledge Principle 7. Content Integration Principle 8:  Differentiation Principle 9.  Clear, Appropriate Goals and Feedback Questions for reflection Activities for further learning Suggested Reading Web Resources References   Chapter 3: Reaching Out to Home and Community   Vignette Questions Teachers as Cultural Mediators How do teachers connect to the homes and families of their students? How can the school community support the education of language learners? How can the community outside the school support the education of ELLs? Questions for Reflection Activities for Further Learning Suggested Reading Websites for Further Learning References         Chapter 4: Principles for Managing the Integrated Classroom   Vignette Questions First Things First: Feeling Ready to Learn             Greetings             Provisioning             Gathering information Organizing the Physical Environment to Promote Language Learning             Furniture is important             Public areas             Private space Organizing the Classroom Social Environment to Promote Language Learning             Social integration             Presentation formats             Grouping             Learning styles Organizing Instruction to Promote Language Learning CALLA Sheltered instruction Cooperative Learning Problem-based Learning Project Learning Questions for Reflection Activities for further learning Suggested readings on sheltered instruction Suggested readings on cooperative learning Web Sites References     Chapter 5: Strategies for Oral Language Development During Instruction   Vignette Questions Conditions for Language Learning Academic Language Learning What is academic language? Culturally diverse learning patterns Oral Language Development Stages of Oral Language Development             Pre-production             Early Production             Speech Emergence             Intermediate Fluency Teacher Tools for Oral Language Development Clarity Tools Scaffolding Question and Response Tools Collaborative Dialogues Questions for Reflection Activities for Further Learning Suggested Reading Web Sites for Further Learning     Chapter 6: Oral Language Development in the Content Classroom   Content Learning and Oral Language Development             Language Arts                         Story Telling                         Reader’s Theater             Social Studies             Math                         Factors Affecting Achievement                         Instructional Techniques for math class             Science                         Factors Affecting Achievement                         Instructional Techniques for science class Oral Language Development Every Which Way             Songs and Chants/Poetry and Rap             Role Plays, RAFTS and Simulations Listening In While Not Tuning Out             Sound Discrimination             Listening for Understanding Questions for Reflection Activities for Further Learning Suggested Reading Web Sites for Further Learning References   Chapter 7: Developing Literacy with English Learners: Focus on Reading What is literacy? Top-down approaches Bottom-up approaches Integrated approaches Unique characteristics of English learners developing literacy What is unique about English Language Learners who are developing literacy? What ELLs bring 2. What ELLs need The Language/Literacy Matrix Issues in literacy development with older English learners  What are our recommendations for these older learners? Assessing ELL Literacy Development Conclusion Questions for reflection Activities for further learning Suggested Readings Web resources for further learning References   Chapter 8: Developing Literacy with English Learners: Focus on Writing Why Teach Writing with English Learners? How does writing develop with ELLs? Connecting Writing to Active, Communicative Language Teaching and Learning Challenges of teaching writing to English Learners Developing a writing environment Getting Started: Interactive Writing Scaffolding Learners through the Writing Process What is the Writing Process? Modeling the Writing Process Steps in Shared Writing Assessing Writing Determining Goals--Standards for ELL Writing. Conclusion. Questions for Reflection Activities for Further Learning Suggested Readings Web Resources for Further Learning References   Chapter 9: Structuring and Planning Integrated Lessons   Vignette Questions Lesson Characteristics which Support Learning             Teacher directed instruction             Heterogeneous grouping             Appropriate content             Attention to language             Supportive practice             Corrective feedback A Lesson Format for Integrated Learning Into the Lesson: Activating and Preparing for Learning Content and Language Standards             Defining content objectives             Language objectives             Performance Indicators (3 kinds of supports)             Learning strategy Objectives (with Chamot chart)             Activation of prior and current knowledge Through: Input for Active Understanding and Practical Purpose             Vocabulary             Language and content input             Guided practice             Check for understanding (Dipsticking)   Beyond: Providing Reasons for Further Communication             Independent practice             Summarizing             Assessment Questions for Reflection Activities for further learning Suggested reading Web sites for further learning References   Chapter 10: Assessment Tools for the Integrated Classroom   Vignette Questions What is Assessment? Test Assessment Evaluation Different types of assessment What are the fundamental principles of assessment for ELLs? What are the critical factors affecting the assessment of ELLs What are examples of authentic, performance-based classroom assessment? PBA Self-assessment Visible criteria How do standards affect classroom assessment? Questions for Reflection Activities for further learning Suggested reading Web site for further learning References         Chapter 11: Putting It All Together Thematically: Developing Content-based Thematic Units   Vignette Questions What is thematic instruction? Why teach thematically? How are thematic units structured? ·      Concrete to abstract ·      Low to high cognitive levels ·      Simple to complex content structures What about standards in a Thematic Unit? Organizing Content Curriculum in a Thematic Unit Organizing Language Curriculum in a Thematic Unit How can Learning Strategies be incorporated in to a Thematic Unit? A Last Word Questions for Reflection Activities for further learning Suggested readings Web sites for further learning References     Glossary   Integrated Thematic Unit: Fairy Tales   Integrated Thematic Unit: Oceans

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Author Information

Dr. Linda New Levine is a consultant for public school teachers of language learning children and for programs for teaching English as a Foreign Language in both primary and secondary classrooms and holds a Masters in TESOL and a Ph.D. in Applied Linguistics from New York University. .  She has been a teacher of English as a Second Language and a Staff Development Facilitator for the Bedford Central school district, New York.  Levine was an adjunct assistant professor of ESL Methods and Materials for school-age children at Teachers College, Columbia University and has written Elementary ESL curriculum and conducted numerous workshops with ESL, EFL and mainstream teachers in the United States, Europe, Africa and Asia.     Dr. Mary Lou McCloskey, former President of TESOL, is Director of Teacher Education and Curriculum Development for Educo in Atlanta.  As a consultant and author in the field of English language education, she has worked with teachers, teacher educators, and departments and ministries of education on five continents and in 35 of the 50 United States.  Current projects include Teaching Tolerance through English, a project with teens and teachers in Central Europe; working as consultant to the FugeesFamily, a nonprofit group that serves school-age refugees in Atlanta, on ways to best develop literacy; and an anthology of contemporary literature for teens learning English.  Author of many professional books and programs for learners, including On Our Way to English, Voices, Visions and McDougal Littell Literature.  McCloskey considers her most important credential, however, her years of experience with multilingual, multicultural learners and teachers, from pre-school through postgraduate.

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