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Course for Teaching English Learners, A
Lynne T. Diaz-Rico, California State University, San Bernardino

ISBN-10: 0205510507
ISBN-13: 9780205510504

Publisher: Allyn & Bacon
Copyright: 2008
Format: Paper; 400 pp
Published: 03/13/2007

Suggested retail price: $74.80
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A Course for Teaching English Learners will equip teachers to work with English language learners, balancing fundamental principles with practical classroom techniques.

 

A Course for Teaching English Learners ensures that both pre- and in-service teachers alike are adequately prepared to work with English language learners by offering in a single volume a wealth of background principles underlying the cultural, linguistic, and sociocultural contexts and foundations of learning and by providing a comprehensive framework that doesn’t only focus on reading and writing. Unlike other texts, the CTEL Handbook provides a flexible, comprehensive underlying framework that outlines both psychological and sociocultural contexts for English language acquisition and structured content delivery across the elementary, middle school, and high school grades.


Provisions in the federal No Child Left Behind Act (NCLB) call for yearly accountability in English language growth for language–minority students.  This book is the first to address the new focus on testing procedures, as well as adaptation for English learners during the test-taking process.


Throughout, Lynne Diaz-Rico’s expertise in matters related to educating English learners is consistently evident. Not only does she provide the necessary background knowledge needed to educate English learners but she also includes a variety of classroom methods for English language development in listening, speaking, reading, writing, and computer-assisted instruction, making this text equally effective as a classroom text and as a reference tool for practicing teachers.

  • Offers a comprehensive introduction to the needs of English learners with a strong focus for the need on teacher preparation as well as a survey of the professional opportunities in the field.

 

  • Chapter 1 offers in-depth  as well as entertaining set of concepts introducing language structure needed to understand how to teach language.

 

  • Chapter 2 includes a survey of first- and second-language acquisition principles and theories in an understandable and concise manner and with clear connections to ELD practices.

 

  • Chapter 3 covers different assessment types with connections to instruction providing excellent current assessment ideas and practice.

 

  • Connects English-language development and content instruction (Chs. 5, 6, 7).

 

  • Thorough treatment of  “Specially designed academic instruction in English” (SDAIE) in Chs. 5, 6, 7.

 

  • Cultural foundation and crosscultural teaching offer important links between culture and language acquisition in Chs. 8 & 9.

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Contents

Preface   

Introduction

Teaching English Learners 

  


Chapter 1

Language Structure and Use   

Ah, Language!   

Language Universals   

All Languages Have Structure   

Language Is Dynamic   

Language Is Complex   

Phonology: The Sound Patterns of Language   

Phonemes   

Stress   

Pitch and Rhythm   

Intonation Patterns   

Teaching Pronunciation   

Morphology: The Words of Language   

Morphemes   

Word-Formation Processes   

Using Morphemes in Teaching   

Syntax: The Sentence Patterns of Language   

Explicit Teaching of Syntax   

Semantics: The Meanings of Language   

Semantic Challenges   

Acquiring Vocabulary   

Academic Vocabulary   

Vocabulary Teaching and Concept Development   

Semantic Shifts   

Language Functions   

Academic Language Functions   

Functions and Classroom Routines   

Cognitive Academic Language Proficiency   

A Curriculum That Promotes Academic Language   

Evaluating Curricula for Academic Language   

Discourse   

Academic Discourse   

Oral Discourse in the Classroom   

Discourse That Affirms Students’ Voices   

Pragmatics: The Influence of Context   

Appropriate Language   

Nonverbal Communication   

Evaluating the Pragmatic Features of School Programs   

Dialects and Language Variation   

Dialects and the Education of English Learners   

Common Features That Constitute Dialects   

How Dialects Exhibit Social and Ethnic Differences   

Attitudes toward Dialects   

Dialects and Style   

Vernacular Dialects and Language Teaching   


Chapter 2

First- and Second-Language Development and Their Relationship to Academic Achievement   

Processes and Stages of Language Acquisition   

First-Language Acquisition   

Second-Language Acquisition   

First- and Second-Language Acquisition: Commonalities   

Theories and Models of Second-Language Acquisition   

Former Theories That Still Influence Current Practice   

Current Theories of Language Development   

Factors That Influence Second-Language Acquisition   

Psychological Factors: The Learner’s Background   

Psychological Factors: Social—Emotional   

Psychological Factors: Cognitive   

Sociocultural and Political Factors That Influence Instruction   

Part II

Assessment and Instruction


Chapter 3

Assessment of English Learners   

Principles of Standards-Based Assessment and Instruction   

Standards-Based Education: Federal Government Mandates   

Standards for English-Language Development   

Role, Purposes, and Types of Assessment   

Assessment-Based Instruction   

Identification, Placement, Instruction, Progress Tracking, and Redesignation/Reclassification of English Learners   

Issues of Fairness in Testing English Learners   

Types of Classroom Assessments for English Learners   

Selecting and Using Appropriate Classroom Assessments   

Assigning Grades to English Learners   

Test Accommodation   

Language and Content Area Assessment   

Combining Language and Content Standards and Learning-Strategy Objectives   

English-Language Development Assessments   

Interpreting the Results of Assessment   

Special Issues in Assessment   

Academic and Learning Problems That English Learners May Experience   

Identification, Referral, and Early Intervention of English Learners with Special Needs   

Teaching Strategies for the CLD Special Learner   


Chapter 4

Programs for English Learners   

The History of Multilingual Competency in the United States   

Early Bilingualism in the United States   

The Struggles for Language Education Rights in the Twentieth Century   

Legal and Legislative Mandates Supporting Language Education Rights   

Federal and State Requirements for ELD Services   

No Child Left Behind   

Individuals with Disabilities Education Improvement Act   

Proposition 227   

Williams et al. v. State of California   

Lau v. Nichols   

The Politics of Bilingual Education   

Support for Heritage-Language Proficiency   

Support for Two-Way (Dual) Immersion   

English-Only Efforts   

What Is “Fully Qualified” under NCLB?   

Empowerment Issues Related to English Learners   

Equity and Policy Issues Related to English Learners   

Components of ELD Programs   

Dual-Language Development Programs (Additive Bilingualism)   

Transitional Bilingual Education   

Structured English Immersion   

Newcomer (Front-Loaded) English   

English-Language Development Programs   

English-Language Development and Academic Instruction   

The SDAIE-Enhanced Content Classroom   

A Model for SDAIE   

Parental Rights and Communicating with Families   

Parental Rights   

School—Community Partnerships   


Chapter 5

English-Language/Literacy Development and Content Instruction   

Foundations of English-Language Literacy   

Connections between Oracy, Literacy, and Social Functions   

Personal Factors Affecting Literacy Development in English   

Promoting Literacy Development in English Across the Curriculum   

Scaffolding Strategies in English Literacy Across the Curriculum   

Instructional Planning and Organization for ELD and SDAIE   

Planning for Standards-Based ELD and Content Instruction   

Organizing the Environment to Enhance Interaction   

Grouping for Student Success   

Teaching Collaboratively   

Differentiated Instruction in ELD and SDAIE   

Bridging: Accessing and Building Prior Knowledge   

Appealing to Diverse Learning Modalities   

Access to Cognitive Academic Language   

Teaching with SDAIE Strategies   

Modifying Language without Simplification   

Scaffolding: Temporary Support for Learning   

Guided and Independent Practice That Promotes Students’ Active Language Use   

Formative Assessment and Reteaching   

Summative Assessment, Culminating Performance, and Metalearning   

Reflective Pedagogy   

Effective Resource Use in ELD and SDAIE   

Selecting and Using Appropriate Materials   

Modifying Materials for Linguistic Accessibility   

Culturally Appealing Materials   

Technological Resources to Enhance Instruction   

Teacher Commitment   


Chapter 6

English-Language Development   

The Focus on Communicative Interaction   

What Is Communicative Competence?   

The Cognitive Perspective   

An Interlanguage Perspective   

The Role of Grammar   

Benefits of Explicit Instruction of Language   

The Role of Feedback in Explicit Teaching   

The Supplemental Role of Implicit Learning   

Teaching Grammar   

Content-Based English-Language Development   

Collaboration and Reciprocity   

CBI-ELD: Lesson Planning   

English-Language Oracy Development   

Basic Interpersonal Communication Skills   

Listening Processes   

Speaking, Communication Skills, and the ELD Standards   

English-Language Literacy Development   

Reading First in the Primary Language   

ELD and ELA Standards in Reading   

Purposes for Reading   

Standards-Based Reading Instruction   

Developing Word Analysis Skills   

Developing Reading Fluency   

Reading Processes   

Developing Reading Comprehension   

Developing Literary Response and Analysis Skills   

Secondary-Level Content Reading   

Writing and the English Learner   

Generation 1.5 and College Writing   

Writing as a Social Construction   

Stages of Writing Development for Young English Learners   

Handwriting in English   

The Writing Workshop   

Issues with ESL Writing   


Chapter 7

Planning and Implementing SDAIE-Based Content Instruction   

Planning SDAIE Lessons   

Setting Objectives   

Selecting and Modifying Materials   

Differentiated Instructional Delivery in the Content Domains   

Bridging: Accessing Prior Knowledge and Building Schemata   

Vocabulary Front-Loading   

Strategic Teaching Using Diverse Modalities   

Access to Cognitive Academic Language Across the Content Areas   

Modifying Language without Simplification in Content Delivery   

Scaffolded Content Instruction   

Guided and Independent Practice That Promotes Students’ Active Language Use   

Resources for Independent Practice   

Formative Assessment and Reteaching Content

Summative Assessment of Content Lessons   

Instructional Needs beyond the Classroom   

Part III

Culture and Inclusion


Chapter 8

Culture and Cultural Diversity and Their Relationship to Academic Achievement   

Cultural Concepts and Perspectives   

What Is Culture?   

Key Concepts about Culture   

Looking at Culture from the Inside Out   

Cultural Diversity: Historical and Contemporary Perspectives   

Political and Socioeconomic Factors Affecting English Learners and Their Families   

Educational Issues Involving English Learners beyond the Classroom   

Cultural Contact   

Fears about Cultural Adaptation   

Processes of Cultural Contact   

Psychological and Social—Emotional Issues Involving Cultural Contact   

Resolving Problems of Cultural Contact   

Cultural Diversity in the United States and California   

The Demographics of Change   

Migration and Immigration in the United States and California   

Contemporary Causes of Migration and Immigration   

The Cultural and Linguistic Challenges of Diversity   

Intercultural Communication   

Cultural Diversity in Nonverbal Communication   

Cultural Diversity in Verbal Communication   

Strategies for Intercultural Communication in the School and Classroom   

Teaching Intercultural Communication   

Investigating Ourselves as Cultural Beings   

The Personal Dimension   

Cultural Self-Study   

Participating in Growth Relationships   


Chapter 9

Culturally Inclusive Instruction   

The Role of Culture in the Classroom and School   

Acknowledging Students’ Differences   

The Alignment of Home and School   

The Value System of the Teacher and Cultural Accommodation   

Adapting to Students’ Culturally Supported Facilitating or Limiting Attitudes and Abilities   

Educating Students about Diversity   

Global and Multicultural Education   

The Multicultural Curriculum: From Additive to Transformative   

Validating Students’ Cultural Identity   

Promoting Mutual Respect among Students   

Learning about Students’ Cultures   

Ethnographic Techniques   

Students as Sources of Information   

Families as Sources of Information   

Community Members as Sources of Information   

The Internet as an Information Source about Cultures   

Culturally Inclusive Learning Environments   

What Is a Culturally Supportive Classroom?   

Family and Community Involvement   

Value Differences in Family and Community Support for Schooling   

Issues in Family Involvement   

Myths about Families and Other Communication Barriers   

Enhancing Home—School Communication   

Family—Teacher Conferences   

How Families Can Assist in a Child’s Learning   

Internet Resources for Family Involvement   

A Model of Home—School Relationships   

Family Members as Cultural Mediators   

The Home—School Connection   

Involving the Family and Community in School Governance   


Name Index   


Subject Index   

Lynne Diaz-Rico is Professor of Education and Coordinator of the Master of Arts in Education, Teaching English to Speakers of Other Languages program at California State University, San Bernardino and co-author of the Crosscultural, Language and Academic Handbook (Allyn & Bacon). Her research interests are in accelerated language learning and innovative teacher education.

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