This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. The second edition includes updated information on current educational programs and local and national standards for English language learners in United States. The book will be of interest to researchers, professionals, under- and postgraduate students interested in the teaching of ethnic minorities.
The World as I See It is a compilation of poems written in English or in Spanish, for all ages, situations and tastes. These poems are descriptions of places, people, events or merely thoughts representing a philosophy of life. The topics and themes are diverse; they represent different mental mind sets such as joy, happiness, confidence, amazement as well as moments of sadness, uncertainty, anxiety or anger.
This book is based on the premise that schools and parents need to work together for the social, emotional, cognitive and academic development of children. While the school provides a leadership model, parents act as reinforcers of learning and prime movers in their children's education. The authors emphasize throughout the book that parents and educators need to celebrate the pleasure of teaching. In clear and accessible language, this work presents theories on learning and human relations. It then charts and reviews the important components of a successful school-parent partnership, giving specific recommendations on the best way to involve diverse groups of parents. Chapters are: US Families in the Context of Change; The African American Experience in Family Context; The Hispanic American Experience in Famiy Context; The Asian American Experience in Family Context; Communities of Education: Concepts Defined; Empowerment for all Parents; Required: A Positive Self-Concept; Successful Schools: A Parents' and Educators' Partnership; Successful Students: Ability, Effort and Parental Involvement; Parents: First and Most Important Teachers; Recommendations for the Improvement of Parental School Involvement; Advocacy for School and Home Partnership; author and subject indexes.
The book addresses the curricular, instructional, and assessment needs of upper grade elementary teachers who are struggling to promote literacy development in their English language learners. These students have already been transitioned, yet struggle with the increased literacy demands in the upper grades.
This dual-language text provides theory and methodology for teaching reading in Spanish to Spanish/English bilingual or Spanish-dominant students. The goal is to help educators teach these students the skills necessary to become proficient readers and, thus, successful in the school system. At the very core of the book are the hispano-parlantes--the Spanish-speaking children--who bring to the schools, along with their native language and cultures, a wealth of resources that must be tapped and to whom all educators have a responsibility to respond. True to the concepts of developing bilingual educators to serve bilingual students, the text presents chapters in English and Spanish. Each chapter is written in only one language at the preference of the author. Thus, to be successful with this book, the reader must be bilingual. Themes emphasized in the text include current reading methodologies, the concept of reading as developmental literacy skills, reading in the content areas, new views of the development of proficiency in the second language, issues related to students with special learning needs, assessment, and the uses of technology in the delivery of instruction. Never losing sight of its goal--to teach reading in Spanish to bilingual or Spanish-dominant students--the book includes a series of focusing questions and follow-up activities; these are not simply translations of existing activities, strategies, and techniques intended for monolingual English students, but specifically designed to be appropriate for Spanish-speaking students. Directed to university preservice and in-service instructors of reading and bilingual education as well as administrators and district- and school-level staff developers who work with Hispanic populations, the book is sensitive at all times to nuances of the languages and cultures of the intended audiences.
This comprehensive account of bilingualism examines the importance of using students' native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States. They describe effective strategies for using native languages, even when the teacher lacks proficiency in that language. This resource addresses both the latest research and theory on native language instruction, along with its practical application (the what, the why, and how) in K-8 classrooms.
First Published in 1994. Educators will welcome this cohesive and comprehensive volume on the research and practice of teaching English as a second language (TESOL). The author, director of the TESOL program at Fordham University Graduate School of Education, provides a holistic view of the field-its practical and philosophical considerations. Of particular interest is the coverage of such new research areas as ESL literacy, cultural literacy, thinking in a second language (TSL), and pragmatic writing.
Let's Play Basketball is a story about a group of animals from Africa, who developed strategies to use their individual talents to achieve the goal of being selected to be part of a big basketball game tournament in their city of Nambi. They learned that everyone has a different talent, and if everyone works together as a team, many accomplishments will be achieved.
The book addresses the curricular, instructional, and assessment needs of upper grade elementary teachers who are struggling to promote literacy development in their English language learners. These students have already been transitioned, yet struggle with the increased literacy demands in the upper grades.
This book is based on the premise that schools and parents need to work together for the social, emotional, cognitive and academic development of children. While the school provides a leadership model, parents act as reinforcers of learning and prime movers in their children's education. The authors emphasize throughout the book that parents and educators need to celebrate the pleasure of teaching. In clear and accessible language, this work presents theories on learning and human relations. It then charts and reviews the important components of a successful school-parent partnership, giving specific recommendations on the best way to involve diverse groups of parents. Chapters are: US Families in the Context of Change; The African American Experience in Family Context; The Hispanic American Experience in Famiy Context; The Asian American Experience in Family Context; Communities of Education: Concepts Defined; Empowerment for all Parents; Required: A Positive Self-Concept; Successful Schools: A Parents' and Educators' Partnership; Successful Students: Ability, Effort and Parental Involvement; Parents: First and Most Important Teachers; Recommendations for the Improvement of Parental School Involvement; Advocacy for School and Home Partnership; author and subject indexes.
First Published in 1994. Educators will welcome this cohesive and comprehensive volume on the research and practice of teaching English as a second language (TESOL). The author, director of the TESOL program at Fordham University Graduate School of Education, provides a holistic view of the field-its practical and philosophical considerations. Of particular interest is the coverage of such new research areas as ESL literacy, cultural literacy, thinking in a second language (TSL), and pragmatic writing.
This comprehensive account of bilingualism examines the importance of using students’ native languages as a tool for supporting higher levels of learning. The authors highlight the social, linguistic, neuro-cognitive, and academic advantages of bilingualism, as well as the challenges faced by English language learners and their teachers in schools across the United States. They describe effective strategies for using native languages, even when the teacher lacks proficiency in a language. This resource addresses both the latest research and theory on native language instruction, along with its practical application (the what, why, and how) in K–8 classrooms. Key features include: Examples of programs that address the needs of learners from diverse language backgrounds, including Spanish, Chinese, Korean, Haitian Creole, Hindi, Bengali, and Russian. Teaching strategies, activities, and student tasks geared toward current academic standards. The role of primary language in ESL, dual language, special education, and general education programs. “At last, a book that focuses on the development of students’ bilingualism from the point of view of their home languages and not simply English! Rodríguez, Carrasquillo, and Lee lead teachers in uncovering the treasure of the home language in bilingual learning.” —Ofelia García, professor, The Graduate Center, City University of New York “I highly recommend The Bilingual Advantage . . . an essential tool to achieve equity and social justice as these evidence-based practices promote the high achievement and success of English learners within our schools.” —Jose Luis Alvarado, associate dean, College of Education, San Diego State University “This book brings together the latest research on the advantages of children learning in two languages and two cultures.” —From the Foreword by Margarita Calderón, professor emerita, Johns Hopkins University
Once a year, Abuelo comes from Mexico to visit his family. He brings his guitar, his music—and his memories. In this story inspired by the life of Apolinar Navarrete Diaz—author Angela Dominguez’s grandfather and a successful mariachi musician—Abuelo and his grandchildren sing through the bad times and the good. Lifting their voices and their spirits, they realize that true happiness comes from singing together.
The World as I See It is a compilation of poems written in English or in Spanish, for all ages, situations and tastes. These poems are descriptions of places, people, events or merely thoughts representing a philosophy of life. The topics and themes are diverse; they represent different mental mind sets such as joy, happiness, confidence, amazement as well as moments of sadness, uncertainty, anxiety or anger.
An Interdisciplinary Approach Criminal Law provides students with an integrated framework for understanding the U.S. criminal justice system with a diverse and inclusive interdisciplinary approach and thematic focus. Authors Katheryn Russell-Brown and Angela J. Davis go beyond the law and decisions in court cases to consider and integrate issues of race, gender, and socio-economic status with their discussion of criminal law. Material from the social sciences is incorporated to highlight the intersection between criminal law and key social issues. Case excerpts and detailed case summaries, used to highlight important principles of criminal law, are featured throughout the text. The coverage is conceptual and practical, showing students how the criminal law applies in the “real world”—not just within the pages of a textbook.
This thoroughly revised and updated edition of Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study with meaningful accommodations for ELLs. An annotated list of web and print resources completes the volume, making this a valuable reference for language arts teachers to meet the challenges of including all learners in effective instruction. New features to this edition include: An updated and streamlined Part 1, which provides an essential overview of ELL theory in a language arts specific context. Additional practical examples of language arts exercises, all of which are closely aligned with the Common Core State Standards. New pedagogical elements in Part 3, including tips on harnessing new technologies, discussion questions and reflection points. Updates to the web and print resources in Part 4
This volume looks at the interactions of collaborating teachers in multilingual classrooms and how these impact on what counts as knowledge in the secondary school classroom. It also looks at how policy statements and ideologies around multilingualism position teachers and learners in particular ways. A linguistic ethnographic approach is taken in the study, which considers the discourses of whole class and small group teaching and learning. Chapters consider the relation between different languages, different pedagogues and different teacher identities in the secondary school classroom. The book documents how a policy of inclusion is played out in practice.
In this book, authors mesh two philosophies about language: the whole language approach that is sweeping across reading/learning and current theory of language acquisition pervading the bilingual community. The thrust of most bilingual research is that the learner should learn in his own language using natural approaches and then learn English as a second language. Typically, much of the instruction in languages other than English have used rote methods. This book shows how one would learn using an integrated and literacy-based approach to language acquisition and development.
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