Bilingual and ESL classrooms: teaching in multicultural contexts
Gespeichert in:
| Hauptverfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
McGraw-Hill
2006
|
| Ausgabe: | 4. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. R1-R41) and indexes |
| Beschreibung: | xxxii, 443, 7, 41, 19 p. ill. 24 cm |
| ISBN: | 0072982365 |
Internformat
MARC
| LEADER | 00000nam a2200000zc 4500 | ||
|---|---|---|---|
| 001 | BV021291441 | ||
| 003 | DE-604 | ||
| 005 | 20190903 | ||
| 007 | t | ||
| 008 | 060113s2006 xxua||| |||| 00||| eng d | ||
| 010 | |a 2005041683 | ||
| 020 | |a 0072982365 |c softcover : alk. paper |9 0-07-298236-5 | ||
| 035 | |a (OCoLC)58546507 | ||
| 035 | |a (DE-599)BVBBV021291441 | ||
| 040 | |a DE-604 |b ger |e aacr | ||
| 041 | 0 | |a eng | |
| 044 | |a xxu |c US | ||
| 049 | |a DE-29 | ||
| 050 | 0 | |a LC3731 | |
| 082 | 0 | |a 370.117/5/0973 |2 22 | |
| 084 | |a DO 9002 |0 (DE-625)19769:763 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Ovando, Carlos J. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Bilingual and ESL classrooms |b teaching in multicultural contexts |c Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García |
| 246 | 1 | 3 | |a Bilingual & ESL classrooms |
| 250 | |a 4. ed. | ||
| 264 | 1 | |a Boston [u.a.] |b McGraw-Hill |c 2006 | |
| 300 | |a xxxii, 443, 7, 41, 19 p. |b ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. R1-R41) and indexes | ||
| 650 | 4 | |a Englisch | |
| 650 | 4 | |a Education, Bilingual |z United States | |
| 650 | 4 | |a Multicultural education |z United States | |
| 650 | 4 | |a English language |x Study and teaching |x Foreign speakers | |
| 650 | 4 | |a Community and school |z United States | |
| 650 | 0 | 7 | |a Unterricht |0 (DE-588)4062005-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Zweisprachiger Unterricht |0 (DE-588)7581317-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Schule |0 (DE-588)4053474-1 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Erziehung |0 (DE-588)4015482-8 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Englisch |0 (DE-588)4014777-0 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Zweisprachigkeit |0 (DE-588)4068227-4 |2 gnd |9 rswk-swf |
| 650 | 0 | 7 | |a Interkulturelle Erziehung |0 (DE-588)4123440-6 |2 gnd |9 rswk-swf |
| 651 | 4 | |a USA | |
| 651 | 7 | |a USA |0 (DE-588)4078704-7 |2 gnd |9 rswk-swf | |
| 689 | 0 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 0 | 1 | |a Interkulturelle Erziehung |0 (DE-588)4123440-6 |D s |
| 689 | 0 | 2 | |a Unterricht |0 (DE-588)4062005-0 |D s |
| 689 | 0 | 3 | |a Zweisprachigkeit |0 (DE-588)4068227-4 |D s |
| 689 | 0 | |5 DE-604 | |
| 689 | 1 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 1 | 1 | |a Schule |0 (DE-588)4053474-1 |D s |
| 689 | 1 | 2 | |a Zweisprachiger Unterricht |0 (DE-588)7581317-8 |D s |
| 689 | 1 | 3 | |a Interkulturelle Erziehung |0 (DE-588)4123440-6 |D s |
| 689 | 1 | |8 1\p |5 DE-604 | |
| 689 | 2 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 2 | 1 | |a Schule |0 (DE-588)4053474-1 |D s |
| 689 | 2 | 2 | |a Zweisprachigkeit |0 (DE-588)4068227-4 |D s |
| 689 | 2 | 3 | |a Englisch |0 (DE-588)4014777-0 |D s |
| 689 | 2 | |8 2\p |5 DE-604 | |
| 689 | 3 | 0 | |a USA |0 (DE-588)4078704-7 |D g |
| 689 | 3 | 1 | |a Zweisprachigkeit |0 (DE-588)4068227-4 |D s |
| 689 | 3 | 2 | |a Erziehung |0 (DE-588)4015482-8 |D s |
| 689 | 3 | |8 3\p |5 DE-604 | |
| 700 | 1 | |a Combs, Mary Carol |e Verfasser |0 (DE-588)173754503 |4 aut | |
| 700 | 1 | |a Collier, Virginia P. |e Verfasser |4 aut | |
| 856 | 4 | 2 | |m V:DE-604 |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612287&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-014612287 | ||
| 883 | 1 | |8 1\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 2\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
| 883 | 1 | |8 3\p |a cgwrk |d 20201028 |q DE-101 |u https://d-nb.info/provenance/plan#cgwrk | |
Datensatz im Suchindex
| _version_ | 1804135083928453120 |
|---|---|
| adam_text | CONTENTS X PREFACE XIX FOREWORD XXIX FIM CUMMINS, UNIVERSITY 0/ TORONTO
PROLOGUE CARLOS SSTORY 1 THE PAST CATCHES UP WITH CARLOS: AN EPILUEGUE 3
CHAPTER 1 STUDENTS 6 WHAT DO WE MEAN BY BILINGUAL EDUCATION AND ESL? 8
BILINGUAL EDUCATION 8 GUIDELINES FUER TEACHING: BASIC CHARACTERISTICS 0/
ABILINGUAL EDUCATION PROGRAM 9 ENGLISH AS A SECOND LANGUAGE 9 GUIDELINES
FUER TEACHING: RECOMMENDATIONS ON THE ROLE 0/ BILINGUAL EDUCATION AND ESL
10 DEMUEGRAPHICS 11 TYPES UEF LANGUAGE MINORITY STUDENTS 13 STUDENT AND
FAMILY BACKGROUND 15 THE ROLE 0/ CULTURE 16 THE SOCIAL CONTEXT 18
PREVIOUS SCHOOLING EXPERIENCE 20 WHAT HAPPENS AT SCHUEOL 22
THEEMOTIONALHSUES 22 THE LINGUISTIC ISSUES 25 GUIDELINES FUER TEACHING:
RECOMMENDATIONS TO SCHOOL PERSONNELABOUT THE USE 0/ L] AT HOME 27 THE
ACADEMIC ISSUES 29 CONTENTS DISCOVERING THE STUDENT 31 GUIDELINES FOR
TEACHING: DISCOVERING STUDENTS LIVES 32 PROGRAM MODELS 35 USEOF THE
PRIMARY LANGUAGE OF LANGUAGE MINORITY STUDENTS 35 ENRICHMENT OR
REMEDIATION? 35 ESLOR ESOL 36 ESLPULLOUT 36 NEWCOMER PROGRAMS 38
BILINGUAL EDUCATION 39 SUMMARY 43 KEYTERMS 44 REFLECTION QUESTIONS 45
RESOURCES 45 CHAPTER2 POLICYAND PROGRAMS 47 THE POLITICS OF BILINGUAL
EDUCATION 49 THE ENGLISH ONLY MOVEMENT 51 IMPACT OF OFFICIALENGLISH 53
CHANGING TERMS OF DEBATE 55 THE UNZ ERA 56 HISTORICAL BACKGROUND 58 USO
SCHOOLING IN LANGUAGES OTHER THAN ENGLISH 58 ENGLISH AS A SECOND
LANGUAGE 60 BILINGUAL INSTRUCTION OFTHE 1960S 61 HISTORICAL OVERVIEW OF
TIDE VII LEGISLATION, 1968- 200 1 62 TITLEVII OF THE ELEMENTARY AND
SECONDARY EDUCATION ACT 63 PROVISIONS OFTHE ORIGINAL 1968 AND 1974,
1978, 1984, 1988 TITTEVIIREAUTHORIZATIONS 63 TITLEVII OF THE IMPROVING
AMERICA S SCHOOLSACT OF 1994 AND SCHOOL REFORM 66 NO CHILD LEFT
BEHIND (PL 107-110, 115 STAT.1425, 2002) 68 GUIDELINES FOR TEACHING:
HOW NO CHILD LEFT BEHIND HELPS ENGLISH LANGUAGELEARNERS 69 ADEQUATE
YEARLY PROGRESS (AYP) AND ENGLISH LANGUAGE LEARNERS 69 GUIDELINES FOR
TEACHING: ADEQUATE YEARLYPROGRESSREPORTING REQUIREMENTSFOR ENGLISH
LANGUAGE LEARNERS 71 GUIDELINES FOR TEACHING: 144 WAYS TO FAILAYP 72
COURT DECISIONS AND THE OFFICE FOR CIVIL RIGHTS 73 BASIC RIGHTS OF
LANGUAGE MINORITY STUDENTS 74 GUIDELINES FUER TEACHING: THE LAU V.
NICHOLS SUPREME COURT DECISION, 1974 74 USO OFFICE FOR CIVIL RIGHTS 75
GUIDELINES FUER TEACHING: THE 1970 OCRMEMORANDUM 75 XI XII CONTENTS
GUIDELINES FUER TEACHING: FEDERAL COURT DECISIONS AFTER LAU V. NICHOLS 77
STATE POLICIES 79 STATE LEGISLATION 79 STATE CERTIFICATION OF
BILINGUAL/ESL TEACHERS 81 GUIDELINES FUER TEACHING: ESL OR BILINGUAL
TEACHER CERTIFICATION 82 LEADING SCHUEUEL REFORM AT THE LOCAL LEVEL 83
SUMMARY 83 KEYTERMS 84 REFLECTION QUESTIUENS 84 RESOURCES 85 CHAPTER3
TEACHING 87 PORTRAIT OF A TRADITIONAL CLASSROOM 91 THE WORKPLACE OF THE
TWENTY-FIRST CENTURY 91 PASSIVE LEARNING 92 GUIDELINES FOR TEACHING:
FACTORS TO CONSIDER WBEN TEACHING NON-ANGLO-EUROPEAN DOMINANT STUDENTS
92 ACTIVE, INQUIRY-BASED LEARNING 93 GUIDELINES FUER TEACHING: PRINCIPLES
TO FOLLOW FOR EFFECTIVE CLASSROOMS FOR LINGUISTICALLY AND CULTURALLY
DIVERSE STUDENTS 94 GUIDELINES FUER TEACHING: CONCEPTUAL DIMENSIONS OF A
RESPONSIVE PEDAGOGY 95 ACTIVATING STUDENTS PRIUER KNUEWLEDGE 96
CUEOPERATIVE LEARNING 96 RESEARCH ON COOPERATIVE LEARNING 97 PRINCIPLES
OF COOPERATIVE LEARNING 98 GUIDELINES FUER TEACHING: FIVE ELEMENTSOFCOOPERATIVE LEARNING 98 FORMING TEAMS 99 STRUCTURING TEAM ACTIVITIES
100 TEAM AND CLASS BUILDING 100 STRUCTURES FOR LEARNING 10 1 EVALUATING
STUDENT OUTCOMES 102 COACHING TEACHER COLLEAGUES 102 ACCELERATED
LEARNING 103 CRITICAL PEDAGUEGY 104 GUIDELINES FUER TEACHING:
CHARACTERISTICS OF A PEDAGOGY FOR EMPOWERMENT 105 ART 107 TECHNOLOGY 109
TELECOMMUNICATIONS 110 VIDEO 111 MICROCOMPUTERS 112 CONTENTS
PRINCIPLESFOR TECHNOLOGY USE 114 GUIDELINES FUER TEACHING: GUIDING
PRINCIPLESFOR GHOOSING TECHNOLOGY 114 MUSIC 115 WEAVING IT ALL TUEGETHER
116 SUMMARY 117 KEYTERMS 118 REFLECTION QUESTIONS 118 RESOURCES 119
CHAPTER4 LANGUAGE 121 LANGUAGE ACQUISITION 124 THE PRISM MODEL:LANGUAGE
ACQUISITION FOR SCHOOL 124 LINGUISTIC PROCESSES 126 INTERDEPENDENCE OF
FIRST AND SECOND LANGUAGES 130 GUIDELINES FUER TEACHING: SECOND-LANGUAGE
WRITTEN INPUT 134 SECOND-LANGUAGE ACQUISITION AS A NATURAL,
DEVELOPMENTAL PROCESS 134 SOCIAL AND GULTURAL PROCESSES 135 GOGNITIVE
PROCESSES 142 GUIDELINES FUER TEACHING: LEARNING STRATEGIES 144
INSTRUCTIONAL APPROACHES TO TEACHING A SECOND LANGUAGE 145
GURRENTAPPROACHES TO ESL AND BILINGUAL INSTRUCTION 146 GUIDELINES FUER
TEACHING: PROMISING PRACTICESFOR HETEROGENEOUS CLASSROOMS 146 GUIDELINES
FUER TEACHING: WHAT IS SHELTERED GONTENT INSTRUCTION? WHO BENEJITS FROM
IT? 148 GUIDELINES FUER TEACHING: SHELTERED GONTENT INSTRUCTION
STRATEGIES 150 GUIDELINES FUER TEACHING: SUPPORTING STUDENTS FIRST
LANGUAGES 155 GUIDELINES FUER TEACHING: TRANSLATION AND ENGLISH LANGUAGE
LEARNERS 156 TEACHING LANGUAGE ARTS IN A BILINGUAL CLASSROOM 159
DEJINING BILINGUAL PROJICIENCY 159 GUIDELINES FUER TEACHING: THE
GONTINUUM OF BILINGUALISM 160 DIALECT DIVERSITY 160 GUIDELINES FUER
TEACHING: INVENTED SPELLING, ERROR GORRECTION, AND NEW LANGUAGE
VARIETIES 162 LANGUAGE DISTRIBUTION IN THE BILINGUAL LANGUAGE ARTS
GLASSROOM 163 LANGUAGE AND MULTICULTURAL LITERATURE ACROSS THE
CURRICULUM 164 TEACHING LISTENING AND SPEAKING 166 LITERACY IN FIRST AND
SECOND LANGUAGES 167 TEACHING READING AND WRITING 169 XIII XIV CONTENTS
GUIDELINES FUER TEACHING: THE ACQUISITION OF THE WRITING PROCESS 172
MULTICULTURAL LITERATURE 173 GUIDELINES FUER TEACHING: STRATEGIESFOR
INCORPORATING LITERATUREFOR LANGUAGE MINORITY ADOLESCENTS AND YOUNG
ADULTS 174 SUMMARY 174 KEY TERMS 175 REFLEETION QUESTIUENS 175 RESOUREES
176 CHAPTER 5 CULTURE 178 PERSPEETIVES ON THE CUENEEPT OF CULTURE 181 THE
ANTHROPOLOGICAL VIEW OF CULTURE 181 GUIDELINES FUER TEACHING: AN
ANTHROPOLOGICAL DEFINITION OF CULTURE 182 POPULARVIEWS OFCULTURE 184
PROEESSES IN THE DEVELUEPMENT UEF CULTURAL IDENTITIES 186 CULTURAL
TRANSMISSION 186 BICULTURALISM 187 ACCULTURATION 189 ASSIMILATION 189
MULTICULTURAL EDUEATION 190 CULTURAL PLURALISM AS A BASISFOR
MULTICULTURAL EDUCATION 190 DIMENSIONS OF MULTICULTURAL EDUCATION 191
GUIDELINES FUER TEACHING: CHARACTERISTICS OF MULTICULTURAL EDUCATION 192
GUIDELINES FUER TEACHING: FIVE DIMENSIONS OF MULTICULTURAL EDUCATION 193
PREJUDIEE AND DISERIMINATION 194 MARKED AND UNMARKED LANGUAGES AND
CULTURES 194 STEREOTYPES 197 ETHNOCENTRISM 199 CULTURAL RELATIVISM 200
THE RUELE OF CULTURE IN LANGUAGE MINORITY AEHIEVEMENT 202 DEFICIT
THEORIES 203 CULTURAL DIFFERENCE THEORIES 205 SOCIAL, ECONOMIC, AND
POLITICAL FACTORS IN ACHIEVEMENT 209 ETHNOGRAPHIE APPROAEHES TO CULTURAL
UNDERSTANDING 213 CULTURAL COMPATIBILITY STUDIES 214 SOCIOCULTURAL
THEORY AND KNOWLEDGE CONSTRUCTION STUDIES 217 GUIDELINES FUER TEACHING:THE ROLE OFCULTURE IN EDUCATION 219 SUMMARY 220 KEY TERMS 221 REFLEETION
QUESTIONS 221 RESOUREES 222 CONTENTS CHAPTER6 MATHEMATICS AND SCIENCE
224 RUI S ENCOUNTER WITH MORE AND LESS 225 ACHIEVEMENT OF LANGUAGE
MINORITY STUDENTS IN MATHEMATICS AND SCIENCE 227 CONTEXTUALIZING MATH
PERFORMANCE OF AMERICAN INDIAN STUDENTS 230 CURRENT STANDARDS AND MATH
AND SCIENCE REFORM 231 GUIDELINES FOR TEACHING: WHO CAN LEARN MATH? ALL
STUDENTS! 232 GUIDELINES FOR TEACHING: SIX PRINCIPLES FOR SCHOOL
MATHEMATICS 233 GUIDELINES FOR TEACHING: CONTENT AND PROCESS STANDARDS
FOR SCHOOL MATHEMATICS PRE-K -12 234 OPPORTUNITY TO LEAM STANDARDS 234
GUIDELINES FOR TEACHING: OPPORTUNITY TO LEARN STANDARDS 235 LANGUAGE IN
MATHEMATICS AND SCIENCE CLASSROOMS 236 USE OF L 1 FOR MATH AND SCIENCE
INSTRUCTION 237 CONTENT ESL/SHELTERED ENGLISH INSTRUCTION 239 GUIDELINES
FOR TEACHING: THE INTEGRATION OF SECOND-LANGUAGE ACQUISITION WITH
SCIENCE CONTENT 241 GUIDELINES FOR TEACHING: VOCABULARY DEVELOPMENT IN
MATH AND SCIENCE 245 GUIDELINES FOR TEACHING: LEARNING STRATEGIES 247
LINGUISTICALLY AND COGNITIVELY RICH ENVIRONMENTS 248 CULTURAL ISSUES IN
MATHEMATICS AND SCIENCE 251 CROSS-CULTURAL RESEARCH AND DEVELOPMENTAL
UNIVERSALITIES 252 ETHNOSCIENCE AND ETHNOMATHEMATICS 255 ACTIVATION OF
STUDENT AND COMMUNITY RESOURCES 258 A THEME-BASED APPROACH: SCIENCE,
TECHNOLOGY, AND SOCIETY 260 SUMMARY 262 KEY TERMS 262 REFLECTION
QUESTIONS 263 RESOURCES 263 CHAPTER7 SOCIALSTUDIES 265 GUIDELINES FOR
TEACHING: SOCIAL STUDIES IN ACTION 268 MULTIPLE PERSPECTIVES: A
FRAMEWORK FOR SOCIAL STUDIES 269 A SOCIAL STUDIES DEFINITION, GUIDELINES
FOR POWERFUL TEACHING, AND THEMATICALLY BASED CURRICULUM STANDARDS 270
GUIDELINES FOR TEACHING: SOCIAL STUDIES INSTRUCTION 271 TRANSMISSION,
SOCIAL SCIENCE, AND CRITICAL THINKING APPROACHES 272 GUIDELINES FOR
TEACHING: TEN THEMATIC STRANDS IN SOCIAL STUDIES 274 MULTICULTURAL
EDUCATION 275 GLOBAL EDUCATION 278 XV XVI CONTENTS CLASSROOM SETTINGS
FOR BILINGUAL AND ESLSODAL STUDIES 280 ELEMENTARY SOCIAL STUDIES
CLASSROOM SETTINGS 280 MIDDLE SCHOOL AND HIGH SCHOOL SOCIAL STUDIES
CLASSROOM SETTINGS 281 GUIDELINES FUER TEACHING: LANGUAGE MINORITY
STUDENTS IN MIDDLE AND HIGH SCHOOLS 282 GUIDELINES FUER TEACHING: GENERAL
TYPES 0/ SOCIAL STUDIES CLASSES 284 METHODS FOR SODAL STUDIES
INSTRUETION 285 CHALLENGES 0/ SOCIAL STUDIES INSTRUCTION 286 USE 0/ LI
AND LZ 287 INSTRUCTIONAL STRATEGIES 289 GUIDELINES FUER TEACHING:
SUCCESS/UL SOCIAL STUDIES INSTRUCTIONAL STRATEGIES 290 GUIDELINES FUER
TEACHING: THE USE 0/ ELECTRONIC MEDIA, VIDEOS OR DVDS IN THE SOCIAL
STUDIES CLASSROOM 293 CRITIEAL THINKING AND STUDY SKILLSDEVELOPMENT 293
PAYING ATTENTION TO SODAL STUDIES LANGUAGE ISSUES 294 GUIDELINES FUER
TEACHING: THE USE O/GRAPHIC ORGANIZERS 297 THEME-BASED, INTEGRATED SODAL
STUDIES UNITS 299 MIDDLE SCHOOL UNITS ON PROTEST AND CONFLICT 299
UDOING SO CIA L STUDIES: THREE EXAMPLES 300 SUMMARY 303 KEY TERMS 304
REFLEETION QUESTIONS 304 RESOUREES 305 CHAPTER 8 ASSESSMENT 307 LORRAINE
VALDEZ PIERCE CONTEXT FOR ASSESSMENT 308 NATIONAL LEVEL 309 IMPACT 0/ NO
CHILD LEFT BEHIND 311 STATE LEVEL 313 LOCAL LEVEL 314 GUIDELINES FUER
TEACHING: APPROPRIATE TEST USE /OR LANGUAGE MINORITY STUDENTS NATIONAL
RESEARCH COUNCIL 315 GUIDELINES FUER TEACHING: WHY ARE ESL/BILINGUAL
STUDENTS ASSESSED? 316 BASIC ASSESSMENT CONEEPTS 316 ASSESSMENT PURPOSE
316 VALIDITY 316 GUIDELINES FOR TEACHING: TEST-TAKING ELEMENTS 320
RELIABILITY 320 TYPES OF ASSESSMENTS 321 SEHOOL-BASED ASSESSMENT 326IDENTIJICATION AND PLACEMENT 326 ACHIEVEMENT TESTING/ACCOUNTABILITY
SYSTEMS 328 PROGRAM EVALUATION 328 CONTENTS XVUE CLASSROOM-BASED
ASSESSMENT 328 TRADITIONAL AND STUDENT-CENTERED TEACHING 328 GUIDELINES
FOR TEACHING: FIVE FUNDAMENTALASSUMPTIONS 332 FIVE
FUNDAMENTALASSUMPTIONS 332 FIVE OPERATING PRINCIPLES 334 LINKING
ASSESSMENT TO INSTRUCTION 338 ORAL LANGUAGE 339 READING/WRITING 340
CONTENT AREAS 342 COPING WITH STANDARDIZED TESTS 348 NEED FOR LONG-TERM
PROFESSIONAL DEVELOPMENT 351 GUIDELINES FOR TEACHING: GETTING STARTED
353 SUMMARY 354 KEY TERMS 355 REFLECTION QUESTIONS 355 RESOURCES 356
CHAPTER9 BILINGUAL SPECIALEDUCATION 358 THERESA A. OCHOA WHOARE THE
STUDENTS AND HOW MANY OFTHEMARE THERE? 361 FOUNDATIONS FOR BILINGUAL
SPECIAL EDUCATION 363 LEGISLATION 363 LITIGATION 363 CURRENT EDUCATIONAL
POLICIES 365 IDEA REQUIREMENTS IN THE EVALUATION OF STUDENTS FOR SPECIAL
EDUCATION 365 NO CHILD LEFT BEHIND AND LEPSPED STUDENTS 365 ENGLISH
LANGUAGE LEARNERS IN SPECIAL EDUCATION 366 OVERREPRESENTATION IN SPECIAL
EDUCATION AND UNDERREPRESENTATION IN GI/TED AND TALENTED PROGRAMS 367
UNDERIDENTIJICATION AND REFERRAL OF CULTURALLY AND LINGUISTICALLY
DIVERSE STUDENTS FOR SPECIAL EDUCATION EVALUATION 368 UNDERSTANDING THE
PREREFERRAL, EVALUATION AND PLACEMENT PROCESSES 369 PREREFERRAL PROCESS
370 IDENTIJICATION AND REFERRAL FOR SPECIAL EDUCATION EVALUATION 370
GUIDELINES FOR TEACHING: PREREFERRAL CHECKLIST 371 SPECIAL EDUCATION
PLACEMENT 371 UNDERSTANDING PARENTAL INVOLVEMENT ANDADVOCACY 375
GUIDELINES FOR TEACHING: HELPING PARENTSFROM CULTURALLY DIVERSE CULTURES
ADVOCATE FOR THEIR CHILDREN 378 RETHINKING IDENTIFICATION AND REFERRALS
OF ENGLISH LANGUAGE LEARNERS FOR SPECIAL EDUCATION SERVICES 378 DO WE
REALLY WANT ALL CLD STUDENTS OUT OF SPECIAL EDUCATION? 379 HOW DO ELLS
WITH DISABILITIES BENEJIT FROM SPECIAL EDUCATION? 379 TEACHING BILINGUAL
SPECIAL EDUCATION STUDENTS 380 GUIDELINES FOR TEACHING: RECIPROCAL
READING COMPREHENSION STRATEGY INSTRUCTION 381 XVUEI CONTENTS SUMMARY 382
KEY TERMS 383 REFLEETION QUESTIONS 383 RESOUREES 383 CHAPTER 10 SCHOOL
AND COMMUNILY 385 EXAMPLES OF COMMUNITY PROGRAMS 388 COMMUNITY PROGRAMS
IN MCALLEN, TEXAS 388 COMMUNITY PROGRAMS IN ARLINGTON COUNTY, VIRGINIA
389 THE HISTORICAL CONTEXT OF LANGUAGE MINORITY COMMUNITIES 390 STAGES
0/ PLURALISM IN THE UNITED STATES 390 COURT CASES AS REJLECTIONS 0/
COMMUNITY ACTIVISM 393 COMMUNITY-INITIATED BILINGUAL PROGRAMS IN THE
1970S 395 DEVELOPING A PORTRAIT OF THE COMMUNITY 397 COMMUNITY
OBSERVATIONS: ONE TEACHER S PERSPECTIVE 399 GUIDELINES FOR TEACHING:
CHARACTERISTICS 0/ ETHNICITY IN THE COMMUNITY 402 GUIDELINES FOR
TEACHING: FOUR STAGES 0/ ADJUSTMENT EXPERIENCED BY NEWCOMER PARENTS 404
THE SOCIOECONOMIC STRUCTURE 0/ THE COMMUNITY 407 GUIDELINES FOR
TEACHING: SOCIOECONOMIC ISSUES TOADDRESS IN THE DEVELOPMENT 0/ A
COMMUNITY PORTRAIT 408 GUIDELINES FOR TEACHING: LANGUAGE USE IN THE
COMMUNITY 409 LANGUAGE USE IN THE COMMUNITY 410 FUNDS 0/ KNOWLEDGE AND
COMMUNITY-BASED RESEARCH 412 ETHNOGRAPHIES AS RESOURCES 416 PATHWAYS TO
PARTNERSHIPS 418 LEGISLATION /OR PARENT PARTICIPATION 420 ISSUES IN THE
DEVELOPMENT 0/ PARTNERSHIPS 421 FAMILY LITERACY PROGRAMS AND OTHER
SCHOOL-COMMUNITY PARTNERSHIPS 431 CASE STUDIES 0/ CHANGE /ROM THE INSIDE
OUT 436 SUMMARY 438 KEY TERMS 439 REFLEETION QUESTIONS 439 RESOUREES 440
AFTERWORD 442 EUGENE E. GARCIA, ARIZONA STATE UNIVERSITY GLOSSARY GI
REFERENCES RL CREDITS CL INDEX 11
|
| adam_txt |
CONTENTS X PREFACE XIX FOREWORD XXIX FIM CUMMINS, UNIVERSITY 0/ TORONTO
PROLOGUE CARLOS'SSTORY 1 THE PAST CATCHES UP WITH CARLOS: AN EPILUEGUE 3
CHAPTER 1 STUDENTS 6 WHAT DO WE MEAN BY BILINGUAL EDUCATION AND ESL? 8
BILINGUAL EDUCATION 8 GUIDELINES FUER TEACHING: BASIC CHARACTERISTICS 0/
ABILINGUAL EDUCATION PROGRAM 9 ENGLISH AS A SECOND LANGUAGE 9 GUIDELINES
FUER TEACHING: RECOMMENDATIONS ON THE ROLE 0/ BILINGUAL EDUCATION AND ESL
10 DEMUEGRAPHICS 11 TYPES UEF LANGUAGE MINORITY STUDENTS 13 STUDENT AND
FAMILY BACKGROUND 15 THE ROLE 0/ CULTURE 16 THE SOCIAL CONTEXT 18
PREVIOUS SCHOOLING EXPERIENCE 20 WHAT HAPPENS AT SCHUEOL 22
THEEMOTIONALHSUES 22 THE LINGUISTIC ISSUES 25 GUIDELINES FUER TEACHING:
RECOMMENDATIONS TO SCHOOL PERSONNELABOUT THE USE 0/ L] AT HOME 27 THE
ACADEMIC ISSUES 29 CONTENTS DISCOVERING THE STUDENT 31 GUIDELINES FOR
TEACHING: DISCOVERING STUDENTS' LIVES 32 PROGRAM MODELS 35 USEOF THE
PRIMARY LANGUAGE OF LANGUAGE MINORITY STUDENTS 35 ENRICHMENT OR
REMEDIATION? 35 ESLOR ESOL 36 ESLPULLOUT 36 NEWCOMER PROGRAMS 38
BILINGUAL EDUCATION 39 SUMMARY 43 KEYTERMS 44 REFLECTION QUESTIONS 45
RESOURCES 45 CHAPTER2 POLICYAND PROGRAMS 47 THE POLITICS OF BILINGUAL
EDUCATION 49 THE ENGLISH ONLY MOVEMENT 51 IMPACT OF OFFICIALENGLISH 53
CHANGING TERMS OF DEBATE 55 THE UNZ ERA 56 HISTORICAL BACKGROUND 58 USO
SCHOOLING IN LANGUAGES OTHER THAN ENGLISH 58 ENGLISH AS A SECOND
LANGUAGE 60 BILINGUAL INSTRUCTION OFTHE 1960S 61 HISTORICAL OVERVIEW OF
TIDE VII LEGISLATION, 1968- 200 1 62 TITLEVII OF THE ELEMENTARY AND
SECONDARY EDUCATION ACT 63 PROVISIONS OFTHE ORIGINAL 1968 AND 1974,
1978, 1984, 1988 TITTEVIIREAUTHORIZATIONS 63 TITLEVII OF THE IMPROVING
AMERICA 'S SCHOOLSACT OF 1994 AND SCHOOL REFORM 66 "NO CHILD LEFT
BEHIND" (PL 107-110, 115 STAT.1425, 2002) 68 GUIDELINES FOR TEACHING:
HOW NO CHILD LEFT BEHIND HELPS ENGLISH LANGUAGELEARNERS 69 ADEQUATE
YEARLY PROGRESS (AYP) AND ENGLISH LANGUAGE LEARNERS 69 GUIDELINES FOR
TEACHING: ADEQUATE YEARLYPROGRESSREPORTING REQUIREMENTSFOR ENGLISH
LANGUAGE LEARNERS 71 GUIDELINES FOR TEACHING: 144 WAYS TO FAILAYP 72
COURT DECISIONS AND THE OFFICE FOR CIVIL RIGHTS 73 BASIC RIGHTS OF
LANGUAGE MINORITY STUDENTS 74 GUIDELINES FUER TEACHING: THE LAU V.
NICHOLS SUPREME COURT DECISION, 1974 74 USO OFFICE FOR CIVIL RIGHTS 75
GUIDELINES FUER TEACHING: THE 1970 OCRMEMORANDUM 75 XI XII CONTENTS
GUIDELINES FUER TEACHING: FEDERAL COURT DECISIONS AFTER LAU V. NICHOLS 77
STATE POLICIES 79 STATE LEGISLATION 79 STATE CERTIFICATION OF
BILINGUAL/ESL TEACHERS 81 GUIDELINES FUER TEACHING: ESL OR BILINGUAL
TEACHER CERTIFICATION 82 LEADING SCHUEUEL REFORM AT THE LOCAL LEVEL 83
SUMMARY 83 KEYTERMS 84 REFLECTION QUESTIUENS 84 RESOURCES 85 CHAPTER3
TEACHING 87 PORTRAIT OF A TRADITIONAL CLASSROOM 91 THE WORKPLACE OF THE
TWENTY-FIRST CENTURY 91 PASSIVE LEARNING 92 GUIDELINES FOR TEACHING:
FACTORS TO CONSIDER WBEN TEACHING NON-ANGLO-EUROPEAN DOMINANT STUDENTS
92 ACTIVE, INQUIRY-BASED LEARNING 93 GUIDELINES FUER TEACHING: PRINCIPLES
TO FOLLOW FOR EFFECTIVE CLASSROOMS FOR LINGUISTICALLY AND CULTURALLY
DIVERSE STUDENTS 94 GUIDELINES FUER TEACHING: CONCEPTUAL DIMENSIONS OF A
RESPONSIVE PEDAGOGY 95 ACTIVATING STUDENTS' PRIUER KNUEWLEDGE 96
CUEOPERATIVE LEARNING 96 RESEARCH ON COOPERATIVE LEARNING 97 PRINCIPLES
OF COOPERATIVE LEARNING 98 GUIDELINES FUER TEACHING: FIVE ELEMENTSOFCOOPERATIVE LEARNING 98 FORMING TEAMS 99 STRUCTURING TEAM ACTIVITIES
100 TEAM AND CLASS BUILDING 100 STRUCTURES FOR LEARNING 10 1 EVALUATING
STUDENT OUTCOMES 102 COACHING TEACHER COLLEAGUES 102 ACCELERATED
LEARNING 103 CRITICAL PEDAGUEGY 104 GUIDELINES FUER TEACHING:
CHARACTERISTICS OF A PEDAGOGY FOR EMPOWERMENT 105 ART 107 TECHNOLOGY 109
TELECOMMUNICATIONS 110 VIDEO 111 MICROCOMPUTERS 112 CONTENTS
PRINCIPLESFOR TECHNOLOGY USE 114 GUIDELINES FUER TEACHING: GUIDING
PRINCIPLESFOR GHOOSING TECHNOLOGY 114 MUSIC 115 WEAVING IT ALL TUEGETHER
116 SUMMARY 117 KEYTERMS 118 REFLECTION QUESTIONS 118 RESOURCES 119
CHAPTER4 LANGUAGE 121 LANGUAGE ACQUISITION 124 THE PRISM MODEL:LANGUAGE
ACQUISITION FOR SCHOOL 124 LINGUISTIC PROCESSES 126 INTERDEPENDENCE OF
FIRST AND SECOND LANGUAGES 130 GUIDELINES FUER TEACHING: SECOND-LANGUAGE
WRITTEN INPUT 134 SECOND-LANGUAGE ACQUISITION AS A NATURAL,
DEVELOPMENTAL PROCESS 134 SOCIAL AND GULTURAL PROCESSES 135 GOGNITIVE
PROCESSES 142 GUIDELINES FUER TEACHING: LEARNING STRATEGIES 144
INSTRUCTIONAL APPROACHES TO TEACHING A SECOND LANGUAGE 145
GURRENTAPPROACHES TO ESL AND BILINGUAL INSTRUCTION 146 GUIDELINES FUER
TEACHING: PROMISING PRACTICESFOR HETEROGENEOUS CLASSROOMS 146 GUIDELINES
FUER TEACHING: WHAT IS SHELTERED GONTENT INSTRUCTION? WHO BENEJITS FROM
IT? 148 GUIDELINES FUER TEACHING: SHELTERED GONTENT INSTRUCTION
STRATEGIES 150 GUIDELINES FUER TEACHING: SUPPORTING STUDENTS' FIRST
LANGUAGES 155 GUIDELINES FUER TEACHING: TRANSLATION AND ENGLISH LANGUAGE
LEARNERS 156 TEACHING LANGUAGE ARTS IN A BILINGUAL CLASSROOM 159
DEJINING BILINGUAL PROJICIENCY 159 GUIDELINES FUER TEACHING: THE
GONTINUUM OF BILINGUALISM 160 DIALECT DIVERSITY 160 GUIDELINES FUER
TEACHING: INVENTED SPELLING, ERROR GORRECTION, AND NEW LANGUAGE
VARIETIES 162 LANGUAGE DISTRIBUTION IN THE BILINGUAL LANGUAGE ARTS
GLASSROOM 163 LANGUAGE AND MULTICULTURAL LITERATURE ACROSS THE
CURRICULUM 164 TEACHING LISTENING AND SPEAKING 166 LITERACY IN FIRST AND
SECOND LANGUAGES 167 TEACHING READING AND WRITING 169 XIII XIV CONTENTS
GUIDELINES FUER TEACHING: THE ACQUISITION OF THE WRITING PROCESS 172
MULTICULTURAL LITERATURE 173 GUIDELINES FUER TEACHING: STRATEGIESFOR
INCORPORATING LITERATUREFOR LANGUAGE MINORITY ADOLESCENTS AND YOUNG
ADULTS 174 SUMMARY 174 KEY TERMS 175 REFLEETION QUESTIUENS 175 RESOUREES
176 CHAPTER 5 CULTURE 178 PERSPEETIVES ON THE CUENEEPT OF CULTURE 181 THE
ANTHROPOLOGICAL VIEW OF CULTURE 181 GUIDELINES FUER TEACHING: AN
ANTHROPOLOGICAL DEFINITION OF CULTURE 182 POPULARVIEWS OFCULTURE 184
PROEESSES IN THE DEVELUEPMENT UEF CULTURAL IDENTITIES 186 CULTURAL
TRANSMISSION 186 BICULTURALISM 187 ACCULTURATION 189 ASSIMILATION 189
MULTICULTURAL EDUEATION 190 CULTURAL PLURALISM AS A BASISFOR
MULTICULTURAL EDUCATION 190 DIMENSIONS OF MULTICULTURAL EDUCATION 191
GUIDELINES FUER TEACHING: CHARACTERISTICS OF MULTICULTURAL EDUCATION 192
GUIDELINES FUER TEACHING: FIVE DIMENSIONS OF MULTICULTURAL EDUCATION 193
PREJUDIEE AND DISERIMINATION 194 MARKED AND UNMARKED LANGUAGES AND
CULTURES 194 STEREOTYPES 197 ETHNOCENTRISM 199 CULTURAL RELATIVISM 200
THE RUELE OF CULTURE IN LANGUAGE MINORITY AEHIEVEMENT 202 DEFICIT
THEORIES 203 CULTURAL DIFFERENCE THEORIES 205 SOCIAL, ECONOMIC, AND
POLITICAL FACTORS IN ACHIEVEMENT 209 ETHNOGRAPHIE APPROAEHES TO CULTURAL
UNDERSTANDING 213 CULTURAL COMPATIBILITY STUDIES 214 SOCIOCULTURAL
THEORY AND KNOWLEDGE CONSTRUCTION STUDIES 217 GUIDELINES FUER TEACHING:THE ROLE OFCULTURE IN EDUCATION 219 SUMMARY 220 KEY TERMS 221 REFLEETION
QUESTIONS 221 RESOUREES 222 CONTENTS CHAPTER6 MATHEMATICS AND SCIENCE
224 RUI'S ENCOUNTER WITH MORE AND LESS 225 ACHIEVEMENT OF LANGUAGE
MINORITY STUDENTS IN MATHEMATICS AND SCIENCE 227 CONTEXTUALIZING MATH
PERFORMANCE OF AMERICAN INDIAN STUDENTS 230 CURRENT STANDARDS AND MATH
AND SCIENCE REFORM 231 GUIDELINES FOR TEACHING: WHO CAN LEARN MATH? ALL
STUDENTS! 232 GUIDELINES FOR TEACHING: SIX PRINCIPLES FOR SCHOOL
MATHEMATICS 233 GUIDELINES FOR TEACHING: CONTENT AND PROCESS STANDARDS
FOR SCHOOL MATHEMATICS PRE-K -12 234 OPPORTUNITY TO LEAM STANDARDS 234
GUIDELINES FOR TEACHING: "OPPORTUNITY TO LEARN"STANDARDS 235 LANGUAGE IN
MATHEMATICS AND SCIENCE CLASSROOMS 236 USE OF L 1 FOR MATH AND SCIENCE
INSTRUCTION 237 CONTENT ESL/SHELTERED ENGLISH INSTRUCTION 239 GUIDELINES
FOR TEACHING: THE INTEGRATION OF SECOND-LANGUAGE ACQUISITION WITH
SCIENCE CONTENT 241 GUIDELINES FOR TEACHING: VOCABULARY DEVELOPMENT IN
MATH AND SCIENCE 245 GUIDELINES FOR TEACHING: LEARNING STRATEGIES 247
LINGUISTICALLY AND COGNITIVELY RICH ENVIRONMENTS 248 CULTURAL ISSUES IN
MATHEMATICS AND SCIENCE 251 CROSS-CULTURAL RESEARCH AND DEVELOPMENTAL
UNIVERSALITIES 252 ETHNOSCIENCE AND ETHNOMATHEMATICS 255 ACTIVATION OF
STUDENT AND COMMUNITY RESOURCES 258 A THEME-BASED APPROACH: SCIENCE,
TECHNOLOGY, AND SOCIETY 260 SUMMARY 262 KEY TERMS 262 REFLECTION
QUESTIONS 263 RESOURCES 263 CHAPTER7 SOCIALSTUDIES 265 GUIDELINES FOR
TEACHING: SOCIAL STUDIES IN ACTION 268 MULTIPLE PERSPECTIVES: A
FRAMEWORK FOR SOCIAL STUDIES 269 A SOCIAL STUDIES DEFINITION, GUIDELINES
FOR POWERFUL TEACHING, AND THEMATICALLY BASED CURRICULUM STANDARDS 270
GUIDELINES FOR TEACHING: SOCIAL STUDIES INSTRUCTION 271 TRANSMISSION,
SOCIAL SCIENCE, AND CRITICAL THINKING APPROACHES 272 GUIDELINES FOR
TEACHING: TEN THEMATIC STRANDS IN SOCIAL STUDIES 274 MULTICULTURAL
EDUCATION 275 GLOBAL EDUCATION 278 XV XVI CONTENTS CLASSROOM SETTINGS
FOR BILINGUAL AND ESLSODAL STUDIES 280 ELEMENTARY SOCIAL STUDIES
CLASSROOM SETTINGS 280 MIDDLE SCHOOL AND HIGH SCHOOL SOCIAL STUDIES
CLASSROOM SETTINGS 281 GUIDELINES FUER TEACHING: LANGUAGE MINORITY
STUDENTS IN MIDDLE AND HIGH SCHOOLS 282 GUIDELINES FUER TEACHING: GENERAL
TYPES 0/ SOCIAL STUDIES CLASSES 284 METHODS FOR SODAL STUDIES
INSTRUETION 285 CHALLENGES 0/ SOCIAL STUDIES INSTRUCTION 286 USE 0/ LI
AND LZ 287 INSTRUCTIONAL STRATEGIES 289 GUIDELINES FUER TEACHING:
SUCCESS/UL SOCIAL STUDIES INSTRUCTIONAL STRATEGIES 290 GUIDELINES FUER
TEACHING: THE USE 0/ ELECTRONIC MEDIA, VIDEOS OR DVDS IN THE SOCIAL
STUDIES CLASSROOM 293 CRITIEAL THINKING AND STUDY SKILLSDEVELOPMENT 293
PAYING ATTENTION TO SODAL STUDIES LANGUAGE ISSUES 294 GUIDELINES FUER
TEACHING: THE USE O/GRAPHIC ORGANIZERS 297 THEME-BASED, INTEGRATED SODAL
STUDIES UNITS 299 MIDDLE SCHOOL UNITS ON PROTEST AND CONFLICT 299
UDOING" SO CIA L STUDIES: THREE EXAMPLES 300 SUMMARY 303 KEY TERMS 304
REFLEETION QUESTIONS 304 RESOUREES 305 CHAPTER 8 ASSESSMENT 307 LORRAINE
VALDEZ PIERCE CONTEXT FOR ASSESSMENT 308 NATIONAL LEVEL 309 IMPACT 0/ NO
CHILD LEFT BEHIND 311 STATE LEVEL 313 LOCAL LEVEL 314 GUIDELINES FUER
TEACHING: APPROPRIATE TEST USE /OR LANGUAGE MINORITY STUDENTS NATIONAL
RESEARCH COUNCIL 315 GUIDELINES FUER TEACHING: WHY ARE ESL/BILINGUAL
STUDENTS ASSESSED? 316 BASIC ASSESSMENT CONEEPTS 316 ASSESSMENT PURPOSE
316 VALIDITY 316 GUIDELINES FOR TEACHING: TEST-TAKING ELEMENTS 320
RELIABILITY 320 TYPES OF ASSESSMENTS 321 SEHOOL-BASED ASSESSMENT 326IDENTIJICATION AND PLACEMENT 326 ACHIEVEMENT TESTING/ACCOUNTABILITY
SYSTEMS 328 PROGRAM EVALUATION 328 CONTENTS XVUE CLASSROOM-BASED
ASSESSMENT 328 TRADITIONAL AND STUDENT-CENTERED TEACHING 328 GUIDELINES
FOR TEACHING: FIVE FUNDAMENTALASSUMPTIONS 332 FIVE
FUNDAMENTALASSUMPTIONS 332 FIVE OPERATING PRINCIPLES 334 LINKING
ASSESSMENT TO INSTRUCTION 338 ORAL LANGUAGE 339 READING/WRITING 340
CONTENT AREAS 342 COPING WITH STANDARDIZED TESTS 348 NEED FOR LONG-TERM
PROFESSIONAL DEVELOPMENT 351 GUIDELINES FOR TEACHING: GETTING STARTED
353 SUMMARY 354 KEY TERMS 355 REFLECTION QUESTIONS 355 RESOURCES 356
CHAPTER9 BILINGUAL SPECIALEDUCATION 358 THERESA A. OCHOA WHOARE THE
STUDENTS AND HOW MANY OFTHEMARE THERE? 361 FOUNDATIONS FOR BILINGUAL
SPECIAL EDUCATION 363 LEGISLATION 363 LITIGATION 363 CURRENT EDUCATIONAL
POLICIES 365 IDEA REQUIREMENTS IN THE EVALUATION OF STUDENTS FOR SPECIAL
EDUCATION 365 NO CHILD LEFT BEHIND AND LEPSPED STUDENTS 365 ENGLISH
LANGUAGE LEARNERS IN SPECIAL EDUCATION 366 OVERREPRESENTATION IN SPECIAL
EDUCATION AND UNDERREPRESENTATION IN GI/TED AND TALENTED PROGRAMS 367
UNDERIDENTIJICATION AND REFERRAL OF CULTURALLY AND LINGUISTICALLY
DIVERSE STUDENTS FOR SPECIAL EDUCATION EVALUATION 368 UNDERSTANDING THE
PREREFERRAL, EVALUATION AND PLACEMENT PROCESSES 369 PREREFERRAL PROCESS
370 IDENTIJICATION AND REFERRAL FOR SPECIAL EDUCATION EVALUATION 370
GUIDELINES FOR TEACHING: PREREFERRAL CHECKLIST 371 SPECIAL EDUCATION
PLACEMENT 371 UNDERSTANDING PARENTAL INVOLVEMENT ANDADVOCACY 375
GUIDELINES FOR TEACHING: HELPING PARENTSFROM CULTURALLY DIVERSE CULTURES
ADVOCATE FOR THEIR CHILDREN 378 RETHINKING IDENTIFICATION AND REFERRALS
OF ENGLISH LANGUAGE LEARNERS FOR SPECIAL EDUCATION SERVICES 378 DO WE
REALLY WANT ALL CLD STUDENTS OUT OF SPECIAL EDUCATION? 379 HOW DO ELLS
WITH DISABILITIES BENEJIT FROM SPECIAL EDUCATION? 379 TEACHING BILINGUAL
SPECIAL EDUCATION STUDENTS 380 GUIDELINES FOR TEACHING: RECIPROCAL
READING COMPREHENSION STRATEGY INSTRUCTION 381 XVUEI CONTENTS SUMMARY 382
KEY TERMS 383 REFLEETION QUESTIONS 383 RESOUREES 383 CHAPTER 10 SCHOOL
AND COMMUNILY 385 EXAMPLES OF COMMUNITY PROGRAMS 388 COMMUNITY PROGRAMS
IN MCALLEN, TEXAS 388 COMMUNITY PROGRAMS IN ARLINGTON COUNTY, VIRGINIA
389 THE HISTORICAL CONTEXT OF LANGUAGE MINORITY COMMUNITIES 390 STAGES
0/ PLURALISM IN THE UNITED STATES 390 COURT CASES AS REJLECTIONS 0/
COMMUNITY ACTIVISM 393 COMMUNITY-INITIATED BILINGUAL PROGRAMS IN THE
1970S 395 DEVELOPING A PORTRAIT OF THE COMMUNITY 397 COMMUNITY
OBSERVATIONS: ONE TEACHER'S PERSPECTIVE 399 GUIDELINES FOR TEACHING:
CHARACTERISTICS 0/ ETHNICITY IN THE COMMUNITY 402 GUIDELINES FOR
TEACHING: FOUR STAGES 0/ ADJUSTMENT EXPERIENCED BY NEWCOMER PARENTS 404
THE SOCIOECONOMIC STRUCTURE 0/ THE COMMUNITY 407 GUIDELINES FOR
TEACHING: SOCIOECONOMIC ISSUES TOADDRESS IN THE DEVELOPMENT 0/ A
COMMUNITY PORTRAIT 408 GUIDELINES FOR TEACHING: LANGUAGE USE IN THE
COMMUNITY 409 LANGUAGE USE IN THE COMMUNITY 410 FUNDS 0/ KNOWLEDGE AND
COMMUNITY-BASED RESEARCH 412 ETHNOGRAPHIES AS RESOURCES 416 PATHWAYS TO
PARTNERSHIPS 418 LEGISLATION /OR PARENT PARTICIPATION 420 ISSUES IN THE
DEVELOPMENT 0/ PARTNERSHIPS 421 FAMILY LITERACY PROGRAMS AND OTHER
SCHOOL-COMMUNITY PARTNERSHIPS 431 CASE STUDIES 0/ CHANGE /ROM THE INSIDE
OUT 436 SUMMARY 438 KEY TERMS 439 REFLEETION QUESTIONS 439 RESOUREES 440
AFTERWORD 442 EUGENE E. GARCIA, ARIZONA STATE UNIVERSITY GLOSSARY GI
REFERENCES RL CREDITS CL INDEX 11 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Ovando, Carlos J. Combs, Mary Carol Collier, Virginia P. |
| author_GND | (DE-588)173754503 |
| author_facet | Ovando, Carlos J. Combs, Mary Carol Collier, Virginia P. |
| author_role | aut aut aut |
| author_sort | Ovando, Carlos J. |
| author_variant | c j o cj cjo m c c mc mcc v p c vp vpc |
| building | Verbundindex |
| bvnumber | BV021291441 |
| callnumber-first | L - Education |
| callnumber-label | LC3731 |
| callnumber-raw | LC3731 |
| callnumber-search | LC3731 |
| callnumber-sort | LC 43731 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DO 9002 |
| ctrlnum | (OCoLC)58546507 (DE-599)BVBBV021291441 |
| dewey-full | 370.117/5/0973 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.117/5/0973 |
| dewey-search | 370.117/5/0973 |
| dewey-sort | 3370.117 15 3973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 4. ed. |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03463nam a2200829zc 4500</leader><controlfield tag="001">BV021291441</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20190903 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">060113s2006 xxua||| |||| 00||| eng d</controlfield><datafield tag="010" ind1=" " ind2=" "><subfield code="a">2005041683</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0072982365</subfield><subfield code="c">softcover : alk. paper</subfield><subfield code="9">0-07-298236-5</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)58546507</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV021291441</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">aacr</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="044" ind1=" " ind2=" "><subfield code="a">xxu</subfield><subfield code="c">US</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC3731</subfield></datafield><datafield tag="082" ind1="0" ind2=" "><subfield code="a">370.117/5/0973</subfield><subfield code="2">22</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DO 9002</subfield><subfield code="0">(DE-625)19769:763</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Ovando, Carlos J.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Bilingual and ESL classrooms</subfield><subfield code="b">teaching in multicultural contexts</subfield><subfield code="c">Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García</subfield></datafield><datafield tag="246" ind1="1" ind2="3"><subfield code="a">Bilingual & ESL classrooms</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">4. ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Boston [u.a.]</subfield><subfield code="b">McGraw-Hill</subfield><subfield code="c">2006</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xxxii, 443, 7, 41, 19 p.</subfield><subfield code="b">ill.</subfield><subfield code="c">24 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (p. R1-R41) and indexes</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Englisch</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Education, Bilingual</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Multicultural education</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">English language</subfield><subfield code="x">Study and teaching</subfield><subfield code="x">Foreign speakers</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Community and school</subfield><subfield code="z">United States</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Unterricht</subfield><subfield code="0">(DE-588)4062005-0</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Zweisprachiger Unterricht</subfield><subfield code="0">(DE-588)7581317-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Schule</subfield><subfield code="0">(DE-588)4053474-1</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Erziehung</subfield><subfield code="0">(DE-588)4015482-8</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Englisch</subfield><subfield code="0">(DE-588)4014777-0</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Zweisprachigkeit</subfield><subfield code="0">(DE-588)4068227-4</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Interkulturelle Erziehung</subfield><subfield code="0">(DE-588)4123440-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="651" ind1=" " ind2="7"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="0" ind2="1"><subfield code="a">Interkulturelle Erziehung</subfield><subfield code="0">(DE-588)4123440-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="2"><subfield code="a">Unterricht</subfield><subfield code="0">(DE-588)4062005-0</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2="3"><subfield code="a">Zweisprachigkeit</subfield><subfield code="0">(DE-588)4068227-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="1" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="1" ind2="1"><subfield code="a">Schule</subfield><subfield code="0">(DE-588)4053474-1</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="2"><subfield code="a">Zweisprachiger Unterricht</subfield><subfield code="0">(DE-588)7581317-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2="3"><subfield code="a">Interkulturelle Erziehung</subfield><subfield code="0">(DE-588)4123440-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="2" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="2" ind2="1"><subfield code="a">Schule</subfield><subfield code="0">(DE-588)4053474-1</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2="2"><subfield code="a">Zweisprachigkeit</subfield><subfield code="0">(DE-588)4068227-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2="3"><subfield code="a">Englisch</subfield><subfield code="0">(DE-588)4014777-0</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="2" ind2=" "><subfield code="8">2\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="689" ind1="3" ind2="0"><subfield code="a">USA</subfield><subfield code="0">(DE-588)4078704-7</subfield><subfield code="D">g</subfield></datafield><datafield tag="689" ind1="3" ind2="1"><subfield code="a">Zweisprachigkeit</subfield><subfield code="0">(DE-588)4068227-4</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="3" ind2="2"><subfield code="a">Erziehung</subfield><subfield code="0">(DE-588)4015482-8</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="3" ind2=" "><subfield code="8">3\p</subfield><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Combs, Mary Carol</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)173754503</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Collier, Virginia P.</subfield><subfield code="e">Verfasser</subfield><subfield code="4">aut</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">V:DE-604</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612287&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-014612287</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">1\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">2\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield><datafield tag="883" ind1="1" ind2=" "><subfield code="8">3\p</subfield><subfield code="a">cgwrk</subfield><subfield code="d">20201028</subfield><subfield code="q">DE-101</subfield><subfield code="u">https://d-nb.info/provenance/plan#cgwrk</subfield></datafield></record></collection> |
| geographic | USA USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV021291441 |
| illustrated | Illustrated |
| index_date | 2024-07-02T13:49:55Z |
| indexdate | 2024-07-09T20:34:52Z |
| institution | BVB |
| isbn | 0072982365 |
| language | English |
| lccn | 2005041683 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014612287 |
| oclc_num | 58546507 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxxii, 443, 7, 41, 19 p. ill. 24 cm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | McGraw-Hill |
| record_format | marc |
| spelling | Ovando, Carlos J. Verfasser aut Bilingual and ESL classrooms teaching in multicultural contexts Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García Bilingual & ESL classrooms 4. ed. Boston [u.a.] McGraw-Hill 2006 xxxii, 443, 7, 41, 19 p. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. R1-R41) and indexes Englisch Education, Bilingual United States Multicultural education United States English language Study and teaching Foreign speakers Community and school United States Unterricht (DE-588)4062005-0 gnd rswk-swf Zweisprachiger Unterricht (DE-588)7581317-8 gnd rswk-swf Schule (DE-588)4053474-1 gnd rswk-swf Erziehung (DE-588)4015482-8 gnd rswk-swf Englisch (DE-588)4014777-0 gnd rswk-swf Zweisprachigkeit (DE-588)4068227-4 gnd rswk-swf Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Interkulturelle Erziehung (DE-588)4123440-6 s Unterricht (DE-588)4062005-0 s Zweisprachigkeit (DE-588)4068227-4 s DE-604 Schule (DE-588)4053474-1 s Zweisprachiger Unterricht (DE-588)7581317-8 s 1\p DE-604 Englisch (DE-588)4014777-0 s 2\p DE-604 Erziehung (DE-588)4015482-8 s 3\p DE-604 Combs, Mary Carol Verfasser (DE-588)173754503 aut Collier, Virginia P. Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612287&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 3\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Ovando, Carlos J. Combs, Mary Carol Collier, Virginia P. Bilingual and ESL classrooms teaching in multicultural contexts Englisch Education, Bilingual United States Multicultural education United States English language Study and teaching Foreign speakers Community and school United States Unterricht (DE-588)4062005-0 gnd Zweisprachiger Unterricht (DE-588)7581317-8 gnd Schule (DE-588)4053474-1 gnd Erziehung (DE-588)4015482-8 gnd Englisch (DE-588)4014777-0 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Interkulturelle Erziehung (DE-588)4123440-6 gnd |
| subject_GND | (DE-588)4062005-0 (DE-588)7581317-8 (DE-588)4053474-1 (DE-588)4015482-8 (DE-588)4014777-0 (DE-588)4068227-4 (DE-588)4123440-6 (DE-588)4078704-7 |
| title | Bilingual and ESL classrooms teaching in multicultural contexts |
| title_alt | Bilingual & ESL classrooms |
| title_auth | Bilingual and ESL classrooms teaching in multicultural contexts |
| title_exact_search | Bilingual and ESL classrooms teaching in multicultural contexts |
| title_exact_search_txtP | Bilingual and ESL classrooms teaching in multicultural contexts |
| title_full | Bilingual and ESL classrooms teaching in multicultural contexts Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García |
| title_fullStr | Bilingual and ESL classrooms teaching in multicultural contexts Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García |
| title_full_unstemmed | Bilingual and ESL classrooms teaching in multicultural contexts Carlos J. Ovando, Mary Carol Combs, Virginia P. Collier ; foreword by Jim Cummins ; afterword by Eugene E. García |
| title_short | Bilingual and ESL classrooms |
| title_sort | bilingual and esl classrooms teaching in multicultural contexts |
| title_sub | teaching in multicultural contexts |
| topic | Englisch Education, Bilingual United States Multicultural education United States English language Study and teaching Foreign speakers Community and school United States Unterricht (DE-588)4062005-0 gnd Zweisprachiger Unterricht (DE-588)7581317-8 gnd Schule (DE-588)4053474-1 gnd Erziehung (DE-588)4015482-8 gnd Englisch (DE-588)4014777-0 gnd Zweisprachigkeit (DE-588)4068227-4 gnd Interkulturelle Erziehung (DE-588)4123440-6 gnd |
| topic_facet | Englisch Education, Bilingual United States Multicultural education United States English language Study and teaching Foreign speakers Community and school United States Unterricht Zweisprachiger Unterricht Schule Erziehung Zweisprachigkeit Interkulturelle Erziehung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014612287&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT ovandocarlosj bilingualandeslclassroomsteachinginmulticulturalcontexts AT combsmarycarol bilingualandeslclassroomsteachinginmulticulturalcontexts AT colliervirginiap bilingualandeslclassroomsteachinginmulticulturalcontexts AT ovandocarlosj bilingualeslclassrooms AT combsmarycarol bilingualeslclassrooms AT colliervirginiap bilingualeslclassrooms |