Teaching Language Arts to English Language Learners (Teaching English Language Learners Across the Curriculum)
ISBN: 0415995329 Binding: Paperback Edition: 1 Author(s): Anete Vasquez, Angela L. Hansen, Philip C. Smith Publisher: Routledge Number of Pages: 216
Todays language arts classrooms increasingly include students for whom English is a second language 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 Special features include:
over a dozen learning activities for each of the main areas of the language arts curriculum
engaging vignettes vividly illustrate real-life interactions of teachers and ELLs in the classroom
graphs tables and illustrations provide additional access points to the text in clear meaningful ways
Making Content Comprehensible for English Learners: The SIOP Model (3rd Edition)
ISBN: 0205518869 Binding: Paperback Edition: 3 Author(s): Jana J. Echevarria, MaryEllen Vogt, Deborah J. Short Publisher: Allyn & Bacon Number of Pages: 288
One of the most influential books in the field in years Making Content Comprehensible for English Learners: The SIOP Model presents a coherent specific field-tested model of sheltered instruction that specifies the features of a high quality sheltered lesson that teaches content material to English language learners For twelve years educators have turned to Jana Echevarra MaryEllen Vogt and Deborah Short for an empirically validated model of sheltered instruction In the Third Edition of this best-seller the authors include new research findingsand studies onthe Sheltered Instruction Observation Protocol (SIOP) Model which offers school administrators teachers teacher candidates coaches university faculty and field experience supervisors a tool for observing and quantifying a teacher's implementation of quality sheltered instruction Ringing Endorsements A framework that will engage support and increase the academic achievement of our culturally and linguistically diverse students The SIOP Model went from good to great Socorro Herrera Kansas State University Readability organization and practicality The SIOP addresses precisely the needs that my beginning teachers facethe CD for SIOPmakes it all understandable I love the book Danny Brassell California State University Dominguez Hills Take a Glimpse Inside the Third Edition:
New user-friendly format of the SIOP protocol
Background Sections include descriptions of the eight components and thirty features of the SIOP Model and are updated to reflect recent research and best practices to help readers plan and prepare effective sheltered lessons
Practical Guidelines to help readers develop effective language and content objectives
Discussion Questions have been rewritten and are appropriate for portfolio development in pre-service and graduate classes for professional development workshops or for teacher reflection and application
A groundbreaking CD-ROM with video clips interviews ofthe authors and reproducible resources (eg lesson plan formats) make this the perfect professional development asset for any grade level or content area teacher
Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across Content Areas
ISBN: 0325011362 Binding: Paperback Edition: Author(s): Yvonne S. Freeman, David E. Freeman Publisher: Heinemann Number of Pages: 232
Teaching secondary students in the content areas is hard enough under the best of circumstances When students are not well prepared academically and also lack academic literacy skills the challenge can seem overwhelming Fortunately the Freemans help secondary content-area teachers provide these students with the academic support they very desperately need
-Robert J Marzano
Coauthor of Building Academic Vocabulary Many middle school and high school students are recent immigrants or long-term English language learners who struggle with the academic language needed to read content-area textbooks and write papers for their classes Likewise many native speakers of English find content-area classes a challenge Secondary teachers have little time to teach academic reading and writing skills because they must cover a great deal of content in their social studies science math or language arts classes Academic Language for English Language Learners and Struggling Readers provides the information busy secondary teachers need to work effectively with English learners and struggling readers It reports current research to answer key questions:
Who are our older English language learners and struggling readers
What is academic language
How can middle and high school teachers help students develop academic language in the different content areas
This comprehensive and readable text by Yvonne and David Freeman (authors of Essential Linguistics) synthesizes recent demographic data on the kinds of English language learners and struggling readers who attend middle and high schools in increasing numbers They flesh out the statistics with stories of students from different backgrounds Then the Freemans examine academic language at different levels: the text level the paragraph level the sentence level and the word level For each they provide examples of academic language and specific strategies teachers can use as they teach language arts science math and social studies They also analyze content-area textbooks pointing out the difficulties they pose for students and suggesting ways to make texts more accessible to ELLs and struggling readers Providing classroom examples the Freemans explain how teachers can motivate and engage their students They describe how teachers can teach language and content simultaneously by developing both language and content objectives Academic Language for English Language Learners gives teachers the information and strategies they need to help all their students develop academic language
Oxford Picture Dictionary English-Arabic: Bilingual Dictionary for Arabic-speaking teenage and adult students of English
ISBN: 0194740102 Binding: Paperback Edition: 2 Author(s): Jayme Adelson-Goldstein, Norma Shapiro Publisher: Oxford University Press, USA Number of Pages: 320
Content is organized within 12 thematic units including Everyday Language People Housing Food and Recreation Each unit starts with an Intro page (new to this edition) and ends with a story page with single or double-page sub-topics introducing new words in a realistic visual context and easy-to-learn "chunks" The target new vocabulary is listed and simple practice activities help students put their new words into practice Story pages include pre-reading questions to build previewing and predicting skills and post-reading questions and role-play activities to support critical thinking and to encourage students to use the new language they have learned Rich visual contexts recycle words from the unit This structure is designed to address the needs of multilevel classrooms Supporting components include more guidance on this topic as well as assessing needs and lesson planning (available in English only)
Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks for Language Teachers)
ISBN: 0521278716 Binding: Paperback Edition: Author(s): Friederike Klippel Publisher: Cambridge University Press Number of Pages: 208
This is a practical guide to communication activities in the language classroom suitable for use with students from elementary to advanced level Part I contains instructions for over 100 different exercises including interviews guessing games jigsaw tasks problem solving values clarification techniques mime role play and story telling For each activity notes are also provided on the linguistic and educational aims the level organisation time and preparation required Part II contains the accompanying worksheets which can be copied making many of the activities instantly available for use in class A comprehensive table of activities and an index are included for ease of reference
Sheltered Content Instruction: Teaching English Language Learners with Diverse Abilities (4th Edition)
ISBN: 0137056362 Binding: Paperback Edition: 4 Author(s): Jana J. Echevarria, Anne Graves Publisher: Allyn & Bacon Number of Pages: 168
This book clearly defines sheltered instruction or Specially Designed Academic Instruction in English (SDAIE) and provides strategies for its successful implementation in the K-12 classroom Unlike any other book on the market this popular resource focuses on using sheltered instruction with students of varying abilities making it a unique tool for teachers Renowned authors Jana Echevarria and Anne Graves address the important overlap between sheltered instruction and special education adaptations TheFourth Edition of Sheltered Content Instruction captures the vitality of modern classrooms by speaking specifically to instruction in the content areas and confronting the fact that students learning English might struggle in those subjects The authors provide practical methods that demonstrate how to implement this type of instruction with a full range of learners A classic text in the field the Fourth Edition of Sheltered Content Instruction is comprehensively revised and updated in a new full workbook-size format One important function of the Fourth Edition is to provide teachers with the support and direction needed to undertake the sheltered approach Specific examples of sheltered content instruction and scenarios depicting classroom interaction during this type of instruction provide models for teachers and those preparing to teach Case studies and vignettes illustrate this interaction for the reader
Pronunciation Practice Activities Book and Audio CD Pack: A Resource Book for Teaching English Pronunciation (Cambridge Handbooks for Language Teachers)
ISBN: 0521754577 Binding: Paperback Edition: Pap/Com Author(s): Martin Hewings Publisher: Cambridge University Press Number of Pages: 256
This is a resource book for teachers looking for ideas on how they can make pronunciation teaching more interesting It contains a collection of pronunciation practice activities for a wide range of levels using a variety of methods Divided into two parts the first part introduces information about phonetics and phonology as background to the teaching activities without being overwhelming It also highlights some of the current areas of debate and discussion in the teaching and learning of English pronunciation The second part of the book contains nearly 100 pronunciation activities divided into eight sections: Developing awareness; Sounds; Connected speech: Syllables and stress; Intonation; Pronunciation and spelling grammar and vocabulary; Testing and Resources for pronunciation teaching The book is accompanied by an audio CD with material to support the activities
ISBN: 0521530326 Binding: Paperback Edition: 2 Author(s): David Crystal Publisher: Cambridge University Press Number of Pages: 228
David Crystal's informative account of the rise of English as a global language explores the history current status and potential of English as the international language of communication This new edition of his classic work includes additional sections on the future of English as a world language English on the Internet and the possibility of an English "family" of languages Footnotes new tables and a comprehensive bibliography reflect the expanded scope of the revised edition An internationally renowned scholar in the field of language and linguistics David Crystal received an Order of the British Empire in 1995 for his services to the English language He is the author of several books with Cambridge including Language and the Internet (2001) Language Death (2000) English as a Global Language (1997) Cambridge Encyclopedia of Language (1997) and Cambridge Encyclopedia of the English Language (1995) as well as Words on Words (University of Chicago 2000) First edition Hb (1997): 0-521-59247-X First edition Pb (1998): 0-521-62994-2
Introducing Second Language Acquisition (Cambridge Introductions to Language and Linguistics)
ISBN: 0521794072 Binding: Paperback Edition: Author(s): Muriel Saville-Troike Publisher: Cambridge University Press Number of Pages: 214
Written for students encountering the topic for the first time this introduction explains in non-technical language how a second language is acquired; what the second language learner needs to know; and why some learners are more successful than others The textbook logically introduces a range of fundamental concepts--such as SLA in adults and children formal and informal learning contexts and diverse socio-cultural settings It takes an interdisciplinary approach encouraging students to consider SLA from linguistic psychological and social perspectives
Writing Between Languages: How English Language Learners Make the Transition to Fluency, Grades 4-12
ISBN: 0325013950 Binding: Paperback Edition: 1 Author(s): Danling Fu Publisher: Heinemann Number of Pages: 160
Most literacy instruction for ELLs in the United States focuses on grammar vocabulary content reading or speaking and listening The focus on the surface structure of English may lead to enough English proficiency to compose proper English sentences in correctly formatted papers but it does not support ELLs as competent writers and thinkers
With Writing Between Languages Danling Fu provides an effective alternative She proves that by beginning with the literacy knowledge students bring from their native language and putting writing at the center of the curriculum we can help them make a smoother transition to English while we support their academic literacy With Writing Between Languages you ll learn to understand the crucial and helpful role native literacy plays in building written English fluency assess where English learners including beginners are in their development as writers use code-switching and movement between languages to scaffold transitional writing no matter whether you know a student s home language implement instructional strategies to support development in writing and other literacy and language skills in meaningful contexts
ELLs should develop their writing ability as well as language skills through writing practice from the beginning writes Danling Fu Read Writing Between Languages use its study guide with your colleagues and discover how writing instruction for ELLs that goes beyond language practice can help them achieve real expression and communication skills they ll use in the classroom and in life
