A book for every teacher: teaching English language learners
Saved in:
| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Charlotte, North Carolina
Information Age Publishing, Inc.
[2015]
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| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Item Description: | Includes bibliographical references |
| Physical Description: | xvii, 241 Seiten Illustrationen, Diagramme, Karten 25 cm |
| ISBN: | 9781681230504 9781681230511 |
Staff View
MARC
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| 245 | 1 | 0 | |a A book for every teacher |b teaching English language learners |c by Nan Li, Claflin University |
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Record in the Search Index
| _version_ | 1804176670108680193 |
|---|---|
| adam_text | CONTENTS
Preface..................................................... xi
Uniqueness of the Handbook...............................xi
Who Is the Audience for This Book ..................... xii
How to Use This Handbook ..............................xiii
Chapter Summaries...................................... xiv
Acknowledgments ...........................................xvii
PART I: ELL SCHOOL POPULATION
Chapter I. Who Are the ELLs?..................................3
Case Scenario.............................................3
Life Experiences and Cultures ............................4
Academic-Related Issues................................10
ELL Profiles and Work Samples..........................11
Julio Gonzales Profile...............................11
Edwin Perez Profile..................................14
Ann Sanchez Profile .................................16
Summary .................................................17
References...............................................18
PART II: TEACHING ELLS
Chapter 2. Theoretical Perspectives in L2 Acquisition........25
Case Scenario............................................25
BICS and CALP..........................................26
Basic Interpersonal Communicative Skills (BICS)......27
Cognitive Academic Language Proficiency (CALP).......29
Comprehensible Input and Affective Filter .............33
Comprehensible Input Hypothesis......................34
Affective Filter Hypothesis.............................35
Summary .................................................... 36
References...................................................37
Chapter 3, Teaching ELLs in Classrooms...........................39
Case Scenario............................................... 39
Planning to Teach..........................................40
SIOP Lesson Model ......................................41
Component # 1: Lesson Preparation .....................42
Component #2: Building Background ....................44
Component #3: Comprehensible Input ...................44
Component #4: Strategies..............................46
Component #5: Interaction.............................47
Component #6: Practice and Application................48
Component #7: Lesson Delivery ........................49
Component #8: Review and Assessment...................49
Total Physical Response ...................................50
Teaching Strategies....................................... . 52
Using Visual Aids .........................................52
Using Pictures and Images..................................52
Using Graphic Organizers ..................................53
Semantic Mapping ...................................... 53
K-W-L Chart Strategy....................................54
Relating to Existing Knowledge.............................56
Providing Background Information........................57
Preteaching.............................................58
Making Vocabulary Connections ......................... 59
Preview Survey .........................................59
Presenting Contextual Information .........................60
Using Context and Modeling..............................60
Using Idiomatic Expressions Related
to Cultural Context.................................. . 61
Other Useful Tips and Integrating Technology...............62
Thinking Aloud..........................................62
Thumb Up and Thumb Down ................................63
Teaching Transitional Words and Phrases.................63
Teaching Pronouns and Antecedents.......................64
Teaching Words Ending With -ed and -ing.................65
Learning Prefixes and Suffixes..........................65
Teaching Bloom s Action Words ..........................67
Visualizing the Characters in Reading...................68
Making a Flip Book .................................... 69
Writer’s Workshop .................................... 70
Interactive Writing ....................................71
Creating Word Walls.....................................72
Integrating Technology With ELLs .......................73
Summary ..................................................79
References................................................79
Chapter 4. Ways to Involve ELL Participation . ..............81
Case Scenario.............................................81
Getting to Know ELLs......................................82
Ways to Encourage ELLs’ Participation...................84
Focus on Building Fluency.......................... 84
Meet ELLs’ Individual Needs..........................84
Encourage, Praise, and Be Positive...................85
Make Learning Exciting to Motivate Interest..........85
Provide Modeling With Clear Instruction
and Allow Time.....................................86
Use Choral Responses, Switch Groups,
and Choose the Right Topics........................ . 86
Useful Tips to Engage Your ELLs ........................87
Tip 1: Create a Language Learning Center
for Newcomers .....................................87
Tip 2: Pair Your Newcomers With Buddies..............89
Tip 3: Getting Started With Newcomers ...............90
Tip 4: Additional Activities for ELLs ...............92
Working on Teacher-Student Relationships................93
Involving Parents and Family Support....................98
Summary .................................................100
References............................................. 100
PART III: BASIC VOCABULARY
Chapter 5. Academic Words For ELLs .........................105
Case Scenario........................................... 105
Numbers ...............................................106
Day 1: Learn Numbers 1-10...........................107
Day 2: Learn Numbers 11-19........................ 107
Day 3: Learn Numbers 20-90 ...................... 108
Day 4: Leara Numbers 21-99..........................108
Day 5: Learn Numbers 100-900 ...................... 109
Extended Activity ..................................109
Shapes and Colors.................................... 110
Extended Activity ..................................112
Activities .........................................113
Subject Content Words................................ 114
Descriptive Words in Classrooms .......................136
Summary .................................................140
References............................................. 141
Chapter 6. Basic Daily Words for ELLs......................... 143
Case Scenario...............................................143
Greetings.................................................144
Directions ............................................. 147
Food and Cafeteria...................................... 150
Families and Relatives....................................157
First-, Second-, and Third-Degree Relatives ...........159
Weather and Sports........................................160
Summary ...................................................164
Chapter 7. Traditions and Holidays .............................169
Case Scenario...............................................169
Tradition and Holiday Words............................. 170
American Traditions and Holidays.......................172
Lesson Ideas With Words for Traditions and Holidays .... 175
Other Useful Traditional Words ......................... 177
Words for Special Events and Seasons ................... 180
Summary7 ...................................................181
References ............................................... 181
FART IV: RELEVANT INFORMATION
Chapter 8. Information for Professionals . .....................185
Case Scenario...............................................185
Who Is Responsible for Teaching ELLs? ....................186
Common Core and the Challenging Role of Teachers .........187
Common Core ....................................... 187
Challenging Role of Teachers ..........................188
Trends and Programs in L2 Teaching........................191
Different Programs for ELLs ......................... 192
Bilingual Programs ....................................192
Inclusion Program ................................... 193
Pull-Out Programs .....................................195
Sheltered Instruction .................................196
Content-Based ESOL Programs............................196
Assessing ELLs and Related Issues.........................198
Factors Affecting Assessment of ELLs......................199
Language Factors ......................................199
Educational Background Factors ........................200
Cultural Factors ......................................200
Planning the Assessment.............................. 201
Types of Assessment for ELLs ..........................202
Formative Assessment...................................204
Performance-Based Assessment......................... 204
Portfolios........................................... 205
Suminative Assessment............................... 205
Appropriately Assessing ELLs............................. 206
ELLs’ Language Development............................206
Stage I: Preproduction Stage .........................206
Stage II: Early Production ...........................207
Stage III: Speech Emergence...........................207
Stage IV: Intermediate Fluency .......................208
Stage V: Advanced Fluency.............................208
ELL Population Data and Statistics..................... 209
Suggestions for Teacher Education Programs ...............214
Professional Development for In-Service Teachers......216
Preservice Teacher Education Program..................217
Summary’ ..................................................221
✓
References................................................. 221
Appendix...................................................... 227
Subject Glossary...........................................227
About the Author ............................................. 241
A Book for Every Teacher: Teaching English Language Learners is
written with teachers in mind, in recent years, the ELL school population
has the highest increase among all student groups. This imposes a
unique challenge for teachers who need special knowledge and strate-
gies to work with the ELLs in classrooms. This book provides a unique
tool for teachers.
• This book gives teachers comprehensive knowledge. The knowledge
is basic, most needed with strategies and activities comprehensively
for teachers to use in classrooms. The book combines basic vocabu-
lary, teaching strategies, and L2 theories. Teachers can use the book
as text materials or daily references when working with ELLs.
• The book is reader-friendly and meets immediate classroom needs.
The book has eight chapters and each chapter has a topic that helps
teachers to understand ELLs and work with them. A scenario begins
with each chapter to help teachers know their ELLs. The content in
each chapter provides relevant, useful information and teaching strat-
egies.
• The book is practical and useful. If teachers teach a certain topic, they
can refer to the chapter title and subtitle as index to select this topic.
For example, Chapter 3 includes a lesson plan model, the SIOP
Model, which is an empirically-approved approach for teaching ELLs
and all students. Chapter 5 provides the academic vocabulary that all
ELLs need to know, such as numbers, shapes, colors, subject content
words, and academic words commonly used in classrooms. The
basic daily words are listed in Chapter 6, such as directions, greet-
ings, food and cafeteria, families and relatives, and weather and
sports.
English language learners are the fastest-growing student population
group in our schools. Providing them with high-quality services and
programs is an important investment in America’s future—-The NEA Pres-
ident and Policy Brief (2013).
|
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| callnumber-first | P - Language and Literature |
| callnumber-label | PE1128 |
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| callnumber-subject | PE - English Languages |
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| ctrlnum | (OCoLC)969456350 (DE-599)BVBBV043817123 |
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| dewey-hundreds | 400 - Language |
| dewey-ones | 428 - Standard English usage |
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| dewey-search | 428.0071 |
| dewey-sort | 3428.0071 |
| dewey-tens | 420 - English & Old English (Anglo-Saxon) |
| discipline | Anglistik / Amerikanistik |
| format | Book |
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| illustrated | Illustrated |
| indexdate | 2024-07-10T07:35:52Z |
| institution | BVB |
| isbn | 9781681230504 9781681230511 |
| language | English |
| lccn | 015009088 |
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| physical | xvii, 241 Seiten Illustrationen, Diagramme, Karten 25 cm |
| publishDate | 2015 |
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| publisher | Information Age Publishing, Inc. |
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| spelling | Li, Nan Verfasser aut A book for every teacher teaching English language learners by Nan Li, Claflin University Charlotte, North Carolina Information Age Publishing, Inc. [2015] xvii, 241 Seiten Illustrationen, Diagramme, Karten 25 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references Englisch English language Study and teaching Foreign speakers Education, Bilingual United States Englischunterricht (DE-588)4014801-4 gnd rswk-swf USA Englischunterricht (DE-588)4014801-4 s DE-604 Erscheint auch als Online-Ausgabe 978-1-68123-052-8 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029228228&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029228228&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Li, Nan A book for every teacher teaching English language learners Englisch English language Study and teaching Foreign speakers Education, Bilingual United States Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4014801-4 |
| title | A book for every teacher teaching English language learners |
| title_auth | A book for every teacher teaching English language learners |
| title_exact_search | A book for every teacher teaching English language learners |
| title_full | A book for every teacher teaching English language learners by Nan Li, Claflin University |
| title_fullStr | A book for every teacher teaching English language learners by Nan Li, Claflin University |
| title_full_unstemmed | A book for every teacher teaching English language learners by Nan Li, Claflin University |
| title_short | A book for every teacher |
| title_sort | a book for every teacher teaching english language learners |
| title_sub | teaching English language learners |
| topic | Englisch English language Study and teaching Foreign speakers Education, Bilingual United States Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Englisch English language Study and teaching Foreign speakers Education, Bilingual United States Englischunterricht USA |
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