Not for ESOL teachers: what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston [u.a.]
Pearson, A and B
c2006
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVII, 203 S. |
| ISBN: | 0205386903 |
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| adam_text | CONTENTS FOREWORD XI PREFACE XIII NOTES TO THE READER XV PART ONE
CLASSROOMS OF TODAY 1 1 VOICES FROM THE CLASSROOM 3 CONTRIBUTOR: CAROL
CHURSENOFF MS. ALLEN S ELEMENTARY SCHOOL TEACHING EXPERIENCES 3 MS.
CHURSENOFF S FIFTH-GRADE CLASS 4 MS. DIAZ-A PUERTO RICAN TEACHER AND HER
MEXICAN STUDENTS 7 CAVEAT TO MAINSTREAM TEACHERS 8 DISCUSSION QUESTIONS
AND ACTIVITIES 9 2 CULTURAL DIVERSITY IN THE MAINSTREAM CLASSROOM 10
ETHNOCENTRICITY 10 LOOKING AT OUR OWN CULTURE-U.S. VALUES 11 CULTURE
SHOCK 14 CLASSROOM BEHAVIOR 15 DISCUSSION QUESTIONS AND ACTIVITIES 16 3
CULTURAL MISCOMMUNICATION IN ACADEMIC SETTINGS 17 NONVERBAL
COMMUNICATION 18 DISCUSSION QUESTIONS AND ACTIVITIES 19 4 UNDERSTANDING
OTHER CULTURES 20 PARTICIPATION STRUCTURES 23 DISCUSSION QUESTIONS AND
ACTIVITIES 24 5 DIVERSE LEARNING STYLES 26 FIELD LNDEPENDENCE AND FIELD
DEPENDENCE 27 DISCUSSION QUESTIONS AND ACTIVITIES 29 V VI CONTENTS PART
TWO SAMPIER OF CULTURAL GROUPS: THE TEACHER AS CULTURAL OB SERVER 31 6
NATIVE AMERICANS OR AMERICAN INDIANS 33 CONTRIBUTOR: DIANE TALLEY-STRIKE
THE TRADITIONAL NATIVE AMERICAN CLASSROOM 35 CULTURAL BELIEFS 36
CROSS-CULTURAL COMMUNICATION PROBLEMS 37 IMPLICATIONS FOR THE CLASSROOM
38 DISCUSSION QUESTIONS AND ACTIVITIES 42 7 ASIAN AMERICANS/INDIANS 43
CONTRIBUTORS: SUSAN HOBSON AND JINI HELLER ASIAN AMERICANS 43 INDIANS 56
DISCUSSION QUESTIONS AND ACTIVITIES 59 8 MUSLIMS, FOLLOWERS OF ISLAM,
AND SPEAKERS OF ARABIC 60 MIDDLE EASTERN CULTURAL VALUES 61
COMMUNICATING WITH THE MIDDLE EASTERN STUDENT 62 INCORPORATING ARAB
CULTURE IN THE CLASSROOM 63 DISCUSSION QUESTIONS AND ACTIVITIES 65 9
HAITIANS 67 INTERVIEWERS: SHEILA SANTIAGUE, CLAUDE GABRIEL, ROSE ETHEL
SAINT-CLAIRE, AND JOEY BAUTISTA RELIGION AND VODOU (OR VOODOO) 68 HEALTH
PRACTICES 69 SODAL RELATIONS 70 IMPLICATIONS FOR THE V.S. EDUCATOR 70
DISCUSSION QUESTIONS AND ACTIVITIES 71 10 HISPANIES, LATINOS/AS, AND
SPANISH SPEAKERS 72 CONTRIBUTORS: CAROL CHURSENOFF AND WILMA DIAZ
VNDERSTANDING SPANISH-SPEAKING CULTURES 72 DISCUSSION QUESTIONS AND
ACTIVITIES 76 CONTENTS VII PAR T T H R E E THE EXPERIENCE OF LEARNING
ANOTHER LANGUAGE 77 11 THE SCHOOL EXPERIENCE FOR THE ENGLISH LEARNER 79
UNDERSTANDING YOUR ENGLISH LEARNER 80 SCHOOL REGISTRATION 81 BACKGROUND
THE TEACHER NEEDS TO KNOW 82 WHAT THE TEACHER NEEDS TO KNOW TO TEACH THE
ELL 84 DISCUSSION QUESTIONS AND ACTIVITIES 86 12 WHAT TEACHERS NEED TO
KNOW ABOUT LANGUAGE ACQUISITION 87 THEORIES OF SECOND-LANGUAGE
ACQUISITION 89 SODAL LANGUAGE AND ACADEMIC LANGUAGE 90 STAGES OF
SECOND-LANGUAGE ACQUISITION 92 IMPLICATION OF THE FIRST LANGUAGE ON THE
SECOND 93 DISCUSSION QUESTIONS AND ACTIVITIES 99 PAR T F 0 U R LEARNING
ENGLISH THROUGH ACADEMIC CONTENT 101 13 WHY INTEGRATE LANGUAGE AND
CONTENT 103 STRATEGIES FOR TEACHING ELLBEGINNERS 104 METHODS FOR
TEACHING ELLBEGINNERS 105 DISCUSSION QUESTIONS AND ACTIVITIES 107 14
TEACHING ACADEMIC CONTENT TO ENGLISH LEARNERS 108 CONTRIBUTOR: JENNIFER
PEFFER PREPARING TO TEACH THE STANDARD CURRICULUM 111 CONTENT AREA
ANALYSIS AND EVALUATION 115 DISCUSSION QUESTIONS AND ACTIVITIES 118 15
LITERACY AND THE ENGLISH LANGUAGE LEARNER 120 AUTHOR: SUSANNE 1. LAPP
MORNING MESSAGE 121 CLASSROOM RULES AND PROCEDURES 121 ALPHABETLWORD
WALL DICTIONARY 121 VIII CONTENTS READING ALOUD 122 SIGHT WORD
ACTIVITIES AND DEVELOPMENT 123 DECODING/PHONIES 123 STUDENT-CENTEREDLEARNING ACTIVITIES 124 DISCUSSION QUESTIONS AND ACTIVITIES 125 TEACHING
MATH TO ENGLISH LEARNERS-MYTHS AND METHODS 127 AUTHOR: SALLY ROBISON
LITERACY DEVELOPMENT STRATEGIES IN MATH 129 WRITING ABOUT MATH CONCEPTS
131 TALKING ABOUT MATH 132 MATHEMATIEAL LITERATURE BOOKS 132 MATH
CENTERS FOR ALL LEARNERS 133 CULTURALLY HARMONIOUS STRATEGIES IN MATH
133 EFFECTIVE INSTRUCTIONAL STRATEGIES 135 SUMMARY 139 DISCUSSION
QUESTIONS AND ACTIVITIES 139 PAR T F I V E ASSESSMENT AND THE ENGLISH
LANGUAGE LEARNER 141 TRADITIONAL ASSESSMENT: WHY IT IS INAPPROPRIATE 143
STANDARDIZED TESTS VERSUS AUTHENTIE ASSESSMENT 145 EVALUATION
CONSIDERATIONS FOR TESTING ELLS 146 USING AUTHENTIE ASSESSMENT 147
ASSESSMENT MODIFICATIONS FOR ELLS 148 DISCUSSION QUESTIONS AND
ACTIVITIES 148 PAR T S I X ENGLISH LANGUAGE LEARNERS AND THE WIDER
COMMUNITY 149 18 HOW TEACHERS CAN HELP PARENTS OF ELLS 151 WHAT PARENTS
NEED TO KNOW 151 FAMILY AND COMMUNITY OUTREACH 152 DISCUSSION QUESTIONS
AND ACTIVITIES 154 CONTENTS 19 SUGGESTIONS FOR SUPPORT PERSONNEL 155
AUTHOR: DIANA PETT COMMUNICATING WITH ELLS 155 DISCUSSION QUESTIONS AND
ACTIVITIES 160 A P P END I CES 161 IX APPENDIXA ESOL METHODS AND
STRATEGIES 163 APPENDIX B APPENDIX C LANGUAGE LEVEL CLASSIFICATIONS AND
DESCRIPTIONS 165 WEBSITES: STANDARDS FOR ENGLISH LANGUAGE LEARNERS 167
APPENDIXD SODAL STUDIES ADAPTATION-V. S. GOVERNMENT CONTRIBUTOR: HONEY
SMITH 168 APPENDIX E ADAPTATION OF SDENCE AUTHOR: CHERYL QUINN 176
APPENDIX F CLASS ASSIGNMENT: CONTENT AREA TEXTBOOK ANALYSIS FORM 182
APPENDIX G PROJECT RUBRIC FOR MODIFICATION OF TEXTBOOK 183 APPENDIX H
RESOURCES: JOURNALS AND WEBSITES 184 APPENDIX I SIOP LESSON PLANNING
GUIDE 187 REFERENCES AND BIBLIOGRAPHY 191 INDEX 199
|
| adam_txt |
CONTENTS FOREWORD XI PREFACE XIII NOTES TO THE READER XV PART ONE
CLASSROOMS OF TODAY 1 1 VOICES FROM THE CLASSROOM 3 CONTRIBUTOR: CAROL
CHURSENOFF MS. ALLEN'S ELEMENTARY SCHOOL TEACHING EXPERIENCES 3 MS.
CHURSENOFF'S FIFTH-GRADE CLASS 4 MS. DIAZ-A PUERTO RICAN TEACHER AND HER
MEXICAN STUDENTS 7 CAVEAT TO MAINSTREAM TEACHERS 8 DISCUSSION QUESTIONS
AND ACTIVITIES 9 2 CULTURAL DIVERSITY IN THE MAINSTREAM CLASSROOM 10
ETHNOCENTRICITY 10 LOOKING AT OUR OWN CULTURE-U.S. VALUES 11 CULTURE
SHOCK 14 CLASSROOM BEHAVIOR 15 DISCUSSION QUESTIONS AND ACTIVITIES 16 3
CULTURAL MISCOMMUNICATION IN ACADEMIC SETTINGS 17 NONVERBAL
COMMUNICATION 18 DISCUSSION QUESTIONS AND ACTIVITIES 19 4 UNDERSTANDING
OTHER CULTURES 20 PARTICIPATION STRUCTURES 23 DISCUSSION QUESTIONS AND
ACTIVITIES 24 5 DIVERSE LEARNING STYLES 26 FIELD LNDEPENDENCE AND FIELD
DEPENDENCE 27 DISCUSSION QUESTIONS AND ACTIVITIES 29 V VI CONTENTS PART
TWO SAMPIER OF CULTURAL GROUPS: THE TEACHER AS CULTURAL OB SERVER 31 6
NATIVE AMERICANS OR AMERICAN INDIANS 33 CONTRIBUTOR: DIANE TALLEY-STRIKE
THE TRADITIONAL NATIVE AMERICAN CLASSROOM 35 CULTURAL BELIEFS 36
CROSS-CULTURAL COMMUNICATION PROBLEMS 37 IMPLICATIONS FOR THE CLASSROOM
38 DISCUSSION QUESTIONS AND ACTIVITIES 42 7 ASIAN AMERICANS/INDIANS 43
CONTRIBUTORS: SUSAN HOBSON AND JINI HELLER ASIAN AMERICANS 43 INDIANS 56
DISCUSSION QUESTIONS AND ACTIVITIES 59 8 MUSLIMS, FOLLOWERS OF ISLAM,
AND SPEAKERS OF ARABIC 60 MIDDLE EASTERN CULTURAL VALUES 61
COMMUNICATING WITH THE MIDDLE EASTERN STUDENT 62 INCORPORATING ARAB
CULTURE IN THE CLASSROOM 63 DISCUSSION QUESTIONS AND ACTIVITIES 65 9
HAITIANS 67 INTERVIEWERS: SHEILA SANTIAGUE, CLAUDE GABRIEL, ROSE ETHEL
SAINT-CLAIRE, AND JOEY BAUTISTA RELIGION AND VODOU (OR VOODOO) 68 HEALTH
PRACTICES 69 SODAL RELATIONS 70 IMPLICATIONS FOR THE V.S. EDUCATOR 70
DISCUSSION QUESTIONS AND ACTIVITIES 71 10 HISPANIES, LATINOS/AS, AND
SPANISH SPEAKERS 72 CONTRIBUTORS: CAROL CHURSENOFF AND WILMA DIAZ
VNDERSTANDING SPANISH-SPEAKING CULTURES 72 DISCUSSION QUESTIONS AND
ACTIVITIES 76 CONTENTS VII PAR T T H R E E THE EXPERIENCE OF LEARNING
ANOTHER LANGUAGE 77 11 THE SCHOOL EXPERIENCE FOR THE ENGLISH LEARNER 79
UNDERSTANDING YOUR ENGLISH LEARNER 80 SCHOOL REGISTRATION 81 BACKGROUND
THE TEACHER NEEDS TO KNOW 82 WHAT THE TEACHER NEEDS TO KNOW TO TEACH THE
ELL 84 DISCUSSION QUESTIONS AND ACTIVITIES 86 12 WHAT TEACHERS NEED TO
KNOW ABOUT LANGUAGE ACQUISITION 87 THEORIES OF SECOND-LANGUAGE
ACQUISITION 89 SODAL LANGUAGE AND ACADEMIC LANGUAGE 90 STAGES OF
SECOND-LANGUAGE ACQUISITION 92 IMPLICATION OF THE FIRST LANGUAGE ON THE
SECOND 93 DISCUSSION QUESTIONS AND ACTIVITIES 99 PAR T F 0 U R LEARNING
ENGLISH THROUGH ACADEMIC CONTENT 101 13 WHY INTEGRATE LANGUAGE AND
CONTENT 103 STRATEGIES FOR TEACHING ELLBEGINNERS 104 METHODS FOR
TEACHING ELLBEGINNERS 105 DISCUSSION QUESTIONS AND ACTIVITIES 107 14
TEACHING ACADEMIC CONTENT TO ENGLISH LEARNERS 108 CONTRIBUTOR: JENNIFER
PEFFER PREPARING TO TEACH THE STANDARD CURRICULUM 111 CONTENT AREA
ANALYSIS AND EVALUATION 115 DISCUSSION QUESTIONS AND ACTIVITIES 118 15
LITERACY AND THE ENGLISH LANGUAGE LEARNER 120 AUTHOR: SUSANNE 1. LAPP
MORNING MESSAGE 121 CLASSROOM RULES AND PROCEDURES 121 ALPHABETLWORD
WALL DICTIONARY 121 VIII CONTENTS READING ALOUD 122 SIGHT WORD
ACTIVITIES AND DEVELOPMENT 123 DECODING/PHONIES 123 STUDENT-CENTEREDLEARNING ACTIVITIES 124 DISCUSSION QUESTIONS AND ACTIVITIES 125 TEACHING
MATH TO ENGLISH LEARNERS-MYTHS AND METHODS 127 AUTHOR: SALLY ROBISON
LITERACY DEVELOPMENT STRATEGIES IN MATH 129 WRITING ABOUT MATH CONCEPTS
131 TALKING ABOUT MATH 132 MATHEMATIEAL LITERATURE BOOKS 132 MATH
CENTERS FOR ALL LEARNERS 133 CULTURALLY HARMONIOUS STRATEGIES IN MATH
133 EFFECTIVE INSTRUCTIONAL STRATEGIES 135 SUMMARY 139 DISCUSSION
QUESTIONS AND ACTIVITIES 139 PAR T F I V E ASSESSMENT AND THE ENGLISH
LANGUAGE LEARNER 141 TRADITIONAL ASSESSMENT: WHY IT IS INAPPROPRIATE 143
STANDARDIZED TESTS VERSUS AUTHENTIE ASSESSMENT 145 EVALUATION
CONSIDERATIONS FOR TESTING ELLS 146 USING AUTHENTIE ASSESSMENT 147
ASSESSMENT MODIFICATIONS FOR ELLS 148 DISCUSSION QUESTIONS AND
ACTIVITIES 148 PAR T S I X ENGLISH LANGUAGE LEARNERS AND THE WIDER
COMMUNITY 149 18 HOW TEACHERS CAN HELP PARENTS OF ELLS 151 WHAT PARENTS
NEED TO KNOW 151 FAMILY AND COMMUNITY OUTREACH 152 DISCUSSION QUESTIONS
AND ACTIVITIES 154 CONTENTS 19 SUGGESTIONS FOR SUPPORT PERSONNEL 155
AUTHOR: DIANA PETT COMMUNICATING WITH ELLS 155 DISCUSSION QUESTIONS AND
ACTIVITIES 160 A P P END I CES 161 IX APPENDIXA ESOL METHODS AND
STRATEGIES 163 APPENDIX B APPENDIX C LANGUAGE LEVEL CLASSIFICATIONS AND
DESCRIPTIONS 165 WEBSITES: STANDARDS FOR ENGLISH LANGUAGE LEARNERS 167
APPENDIXD SODAL STUDIES ADAPTATION-V. S. GOVERNMENT CONTRIBUTOR: HONEY
SMITH 168 APPENDIX E ADAPTATION OF SDENCE AUTHOR: CHERYL QUINN 176
APPENDIX F CLASS ASSIGNMENT: CONTENT AREA TEXTBOOK ANALYSIS FORM 182
APPENDIX G PROJECT RUBRIC FOR MODIFICATION OF TEXTBOOK 183 APPENDIX H
RESOURCES: JOURNALS AND WEBSITES 184 APPENDIX I SIOP LESSON PLANNING
GUIDE 187 REFERENCES AND BIBLIOGRAPHY 191 INDEX 199 |
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| spelling | Ariza, Eileen N. Whelan Verfasser aut Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student Eileen N. Whelan Ariza Boston [u.a.] Pearson, A and B c2006 XVII, 203 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Englisch Erziehung Minderheit Minorities Education United States English language Study and teaching Foreign speakers English language Study and teaching United States Mainstreaming in education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd rswk-swf Nationale Minderheit (DE-588)4039409-8 gnd rswk-swf Didaktik (DE-588)4070463-4 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf (DE-588)4048476-2 Ratgeber gnd-content USA (DE-588)4078704-7 g Interkulturelle Erziehung (DE-588)4123440-6 s Nationale Minderheit (DE-588)4039409-8 s Didaktik (DE-588)4070463-4 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014619225&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ariza, Eileen N. Whelan Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student Englisch Erziehung Minderheit Minorities Education United States English language Study and teaching Foreign speakers English language Study and teaching United States Mainstreaming in education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Nationale Minderheit (DE-588)4039409-8 gnd Didaktik (DE-588)4070463-4 gnd |
| subject_GND | (DE-588)4123440-6 (DE-588)4039409-8 (DE-588)4070463-4 (DE-588)4078704-7 (DE-588)4048476-2 |
| title | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student |
| title_auth | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student |
| title_exact_search | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student |
| title_exact_search_txtP | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student |
| title_full | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student Eileen N. Whelan Ariza |
| title_fullStr | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student Eileen N. Whelan Ariza |
| title_full_unstemmed | Not for ESOL teachers what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student Eileen N. Whelan Ariza |
| title_short | Not for ESOL teachers |
| title_sort | not for esol teachers what every classroom teacher needs to know about the linguistically culturally and ethnically diverse student |
| title_sub | what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student |
| topic | Englisch Erziehung Minderheit Minorities Education United States English language Study and teaching Foreign speakers English language Study and teaching United States Mainstreaming in education United States Multicultural education United States Interkulturelle Erziehung (DE-588)4123440-6 gnd Nationale Minderheit (DE-588)4039409-8 gnd Didaktik (DE-588)4070463-4 gnd |
| topic_facet | Englisch Erziehung Minderheit Minorities Education United States English language Study and teaching Foreign speakers English language Study and teaching United States Mainstreaming in education United States Multicultural education United States Interkulturelle Erziehung Nationale Minderheit Didaktik USA Ratgeber |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014619225&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT arizaeileennwhelan notforesolteacherswhateveryclassroomteacherneedstoknowaboutthelinguisticallyculturallyandethnicallydiversestudent |