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Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students
Socorro Herrera, Kansas State University
Kevin G. Murry, Kansas State University

ISBN-10: 020541060X
ISBN-13: 9780205410606

Publisher: Allyn & Bacon
Copyright: 2005
Format: Paper; 432 pp
Published: 07/26/2004

Suggested retail price: $60.20
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This exciting new ESL methods text will give students the indispensable tools they need to articulate, defend, and connect to national standards their fully adapted instructional practices for culturally and linguistically diverse (CLD) students.

This text examines theory and research-based methods that are specific to and effective with culturally and linguistically diverse students and which promote linguistic and academic achievement. Unlike other texts, Mastering ESL and Bilingual Methods concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: “In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?,” students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text.

  • Standards of Best Practice at the beginning of every chapter aligns the content of all lessons/chapters with the nationally recognized TESOL/NCATE Standards and the Guiding Principles for Best Practice with CLD students.
  • “Assessment Tips and Strategies” at the end of Chapters 3, 6, 7, 8, & 9 summarize the preassessment issues addressed in the book.
  • “Self-assessment Rubrics” in Chapter 10 provide self-assessment comparisons of practice with national standards/benchmarks, critical reflection on practice, and suggestions for the refinement of professional practice with CLD students, showing educators how to evaluate their professional practice according to theory, research, and national standards/benchmarks.
  • “Differentiated PRAXIS” box in Chapter 2 provides a case study regarding a CLD student and describes ways in which a teacher might individualize instrapterction to meet the needs of the student.
  • Solid pedagogical plan–each of these features can be found in every chapter:

    • “Theory into Practice” boxes briefly summarize a theory or theoretical concept before encouraging the reader to consider the implications of the theory or applications of it in professional practice with CLD students.

    • “Dilemmas of Practice” boxes, some of which are framed in the form of a critical incident, first pose a dilemma of practice with CLD students, and, then, offer information and suggestions regarding an appropriate resolution of such a dilemma in practice.

    • “Are You Aware” boxes provide additional information, alternative perspectives, and/or illustrating examples.

    • “Voices from the Field” boxes offer the reader an inside look at what practitioners in the field have to say about instruction for CLD students.

  • Rich end-of-chapter pedagogy in every chapter: “Tips for Practice,” “Suggested Activities,” “Professional Conversations on Practice,” “Questions for Review and Reflection,” and “Key Theories and Concepts.”
  • “Fallacies and Facts” boxes (Chapters 4 & 10) present a vignette and then describe facts and fallacies related to instructional issues.
  • Appendix A, “Activities Specific to the Needs of Spanish-Dominant Students,” provides examples of Spanish-specific classroom activities that are specific to the background experiences and growth needs of Spanish-speaking students. These activities are organized according to those applicable to Elementary, Middle, and High School. Within each of these categories, the activities are further subdivided according to those that apply to Language Arts, Mathematics, and Social Studies.

Preface.

About the Authors.

I. HALLMARKS OF ACCOMMODATIVE INSTRUCTION.

1. Multidimensional Foundations of Methods for CLD Students.

Demographic Patterns and Student Diversity.

Describing Cultural and Linguistic Diversity in the Classroom.

Understanding the Realities of Cultural and Linguistic Diversity in the Classroom.

2. Cognitive and Academic Dimensions of Methods for CLD Students.

The Cognitive Dimension of the CLD Student Biography.

The Academic Dimension of the CLD Student Biography

3. Linguistic Dimensions of Methods for CLD Students.

The Linguistic Dimension of the CLD Student Biography.

Challenges of the Linguistic Dimension.

Processes of the Linguistic Dimension.

Linguistic Dimension: Implications for Classrooms/School Practice.

II. ACCOMMODATION READINESS.

4. Changing Perspectives in Platform Development for Instructional Methods.

Effective Program Models for CLD Students: Research and Analyses.

When the Ideal Is Not Ideal.

Range of Program Models for CLD Students.

Sociopolitical Foundations of Quality Programming.

5. A Framework of Accommodation Readiness.

The Accommodation Readiness Spiral.

Readiness for Critical Reflection on Practice.

Readiness for CLD Students and Families.

Environmental Readiness.

Curricular Readiness.

Programming and Instructional Readiness.

Readiness for Application and Advocacy.

III. PROFESSIONALISM IN PRACTICE.

6. Planning & Grounding Instructional Methodology.

Consistency in Nomenclature Enables Communication

Consistency: In Practice.

Three Dominant Approaches to Second Language Instruction.

7. The Integrated Content-Based Method of Instruction

Evolution of Content-based Instruction.

Integrated Content-Based Instruction.

Delivering Integrated Content-Based Instruction.

8. The Sheltered Method of Instruction.

Realities of Sheltered Instruction.

Myths and Misconceptions Associated with Sheltered Instruction.

Specially Designed Academic Instruction in English [SDAIE].

The Sheltered Instruction Observation Protocol [SIOP].

9. The CALLA Method of Instruction.

Cognitive Methods and Learning Strategies.

Cognitive Teaching Methods for Instructing CLD Students.

10. Achieving Standards-driven Professional Practice.

Nationally Recognized Standards for Teachers of CLD Students.

Standards-driven Reflection on Professional Practice.

Conclusion: Setting Goals for Professional Development.

Glossary.

Appendix.

References.

Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students informs educators in the field about national standards of best practice for CLD students. Readers will be able to use these standards to transform their practice to accommodate students who bring unique assets and needs to the classroom. By examining theory- and research-based methods that are specific to CLD students, Mastering ESL and Bilingual Methods shares with readers the complex realities that CLD students face on a daily basis and provides educators with strategies and techniques for enhancing the success of these students.

Important Features

  • Standards of Best Practice at the beginning of every chapter align the content of each chapter with the nationally recognized TESOL/NCATE standards and the CEEE Guiding Principles.
  • A Solid Pedagogical Plan—Theory into Practice, Dilemmas of Practice, Are You Aware, and Voices from the Field boxes are featured throughout the text.
  • Differentiated Practice box in Chapter 2 provides a case study regarding a CLD student and describes ways in which a teacher might individualize instruction to meet the needs of the student.
  • Fallacies and Facts boxes (in Chapter 4 and Chapter 10) present vignettes and describe facts and fallacies related to instructional issues.
  • Self-Assessment Rubrics appear in Chapter 10.
  • Assessment Tips and Strategies are included throughout the book.

Reviewers Are Raving
“The tables, figures and textboxes are excellent. Each chapter presented a unique set of these with relevant information throughout. I liked the 'voices from the field.'”
Judith O'Loughlin, New Jersey City University

“I think the book is excellent for both pre-service and in-service teachers. I like the simplicity and yet depth of how the topics are presented. Besides that, the topics are comprehensive for ESL instruction.”
Laura Sujo de Montes, Northern Arizona University

“I think the authors did an excellent job in including so many learning aids that may help the reader understand the myriad of terms, concepts, theories, instructional models, etc.”
Irma Guadarrama, University of Houston

About the Authors
Dr. Herrerra and Dr. Murry are co-directors of the CLASSIC ESL/Dual Language Program at Kansas State University. Dr. Herrerra is certified in elementary education, bilingual education, and school counseling. Dr. Murry's work in curriculum and instruction has focused on teacher and administrator preparation. Their recent publications have appeared in the Bilingual Research Journal, Educational Considerations, The Journal of Continuing Higher Education, and The Journal of Research in Rural Education.

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