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More copies of this ISBN:This title in other formats:The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guideby Lynne T. Diaz-rico
Synopses & ReviewsPublisher Comments:'The best-seller keeps getting better! The third edition of this popular handbook brings together theories, ideas, and resources for promoting crosscultural awareness, language development, and academic progress for English learners. It ties together culture and language in a comprehensive format and delves deeply into the educational challenges faced by classroom teachers. Written specifically for the general classroom teacher, this guide clearly shows the effects of cultural differences on learning and presents an excellent treatment of cultural diversity and learning styles. Features New to the Third Edition
At a time when more than two million students with limited English proficiency fill our nation’s classrooms—a time when today's teachers desperately need practical, effective resources to help these students succeed in school—every teacher needs this book! ' Synopsis:The best-seller keeps getting better!<P> The third edition of this popular handbook brings together theories, ideas, and resources for promoting crosscultural awareness, language development, and academic progress for English learners. It ties together culture and language in a comprehensive format and delves deeply into the educational challenges faced by classroom teachers.<P> Written specifically for the general classroom teacher, this guide clearly shows the effects of cultural differences on learning and presents an excellent treatment of cultural diversity and learning styles.<P> Features New to the Third Edition Adapted Instruction: Teacher-friendly tips in each chapter demonstrate how classroom teaching can serve the needs of English learners. Example of Concept: Short classroom vignettes illustrate key concepts central to each chapter. Chapter One features a questionnaire that includes data needed to adapt instruction for English learners. Two-way immersion bilingual programs are explained and featured. Intercultural communication is brought into the classroom with techniques for teachers to become intercultural educators. Culturally compatible instruction is emphasized, with examples and in-depth explanation. <P> At a time when more than two million students with limited English proficiency fill our nation's classrooms--a time when today's teachers desperately need practical, effective resources to help these students succeed in school--"every teacher needs this book!" Synopsis:It ties together culture and language in a comprehensive format and delves deeply into the educational challenges faced by mainstream classroom teachers. FEATURES: Adapted Instruction: Teacher-friendly tips in each chapter demonstrate how classroom teaching can serve the needs of English learners. Example of Concept: Short classroom vignettes illustrate key concepts central to each chapter. Chapters are organized to align with California's Teacher Performance Assessment. Any teacher in a culturally diverse classroom. About the Author'Lynne Díaz-Rico is a professor of education at California State University, San Bernardino. She has worked with public and private teacher education institutions and agencies around the world to prepare teachers for classrooms with diverse students and English-language pedagogy. Her books Crosscultural, Language, and Academic Development Handbook and Teaching English Learners: Strategies and Methods are widely used to educate English language development teachers. Her research interests are in pedagogies for multilingual classrooms; creative, innovative English teaching strategies; critical discourse analysis; and visual literacy.' Table of Contents'Introduction Acknowledgments About the Authors Part One Learning: Learning about the Learner, Language Structure, and Second-Language Acquisition Chapter 1 Learning about the Language Learner English Learners: Demographic Trends Psychological Factors That Influence Instruction The Learner’s Background Psychological Factors: Social—Emotional Psychological Factors: Cognitive Sociocultural Factors That Influence Instruction Family Acculturation and Use of the First and Second Languages Family Values and School Values Institutional Support for the Primary Language and Those Who Speak It Sociocultural Support for L1 in the Classroom Environment LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 2 Learning about Language Structure Language Universals Language Is Dynamic Language Is Complex All Languages Have Structure Phonology: The Sound Patterns of Language Phonemes Pitch Stress Morphology: The Words of Language Morphemes Word-Formation Processes Syntax: The Sentence Patterns of Language Semantics: The Meanings of Language Pragmatics: The Influence of Context Language Functions Appropriate Language Conversational Rules Nonverbal Communication Body Language Gestures Facial Expressions Eye Contact Communicative Distance Conceptions of Time LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 3 Learning about Second-Language Acquisition Historical Theories of Language Teaching and Learning Grammar-Translation Methodology Structural Linguistics Behaviorism Current Theories of Language Development Transformational Grammar Krashen’s Monitor Model Cummins’s Theories of Bilingualism and Cognition Communicative Competence The Social Context for Language Learning Discourse Theory Meaning-Centered v. “Bottom-Up” Approaches to Language Acquisition Semiotics Contributions of Research about the Brain LEARNING MORE Further Reading Web Search Exploration Experiment Part Two Instruction: Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education Chapter 4 Oracy and Literacy for English-Language Development English-Language Development Standards Integrating Language Skills Listening Listening to Repeat: The Audiolingual Legacy Listening to Understand: The Task Approach Listening for Communication: The Comprehension Approach Speaking Situations for Spoken Discourse Improving Oral Proficiency Reading Transferring Literacy from First to Second Languages Students without Literacy in First or Second Languages Phonics in Literacy Instruction for English Learners Strategies for English Learners’ Literacy Instruction Writing The Writing Process Written Conventions Error Correction and Grammar in Oracy and Literacy Instruction Treatment of Errors Treatment of Grammar Oracy, Literacy, and Technology Computer-Assisted Language Learning LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 5 Content-Area Instruction Principles of Specially Designed Academic Instruction in English (SDAIE) A Model for SDAIE Teacher Attitude Content Connections Comprehensibility Interaction Content-Area Application Cognitive Academic Language Learning Approach (CALLA) Social Studies Literature Mathematics Science The Visual and Performing Arts Physical Education Instructional Needs beyond the Classroom LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 6 Theories and Methods of Bilingual Education Foundations of Bilingual Education Historical Development of Bilingual Education Legal Evolution Educational Issues Involving Bilingual Education Parent and Community Participation Organizational Models: What Works for Whom? Submersion The Teaching of English as a Second Language Transitional or Early-Exit Bilingual Education Maintenance or Developmental Bilingual Education Immersion Bilingual Education Newcomer Centers Research Studies on Program Effectiveness Instructional Strategies Language Management Primary-Language Use Code Switching Classroom Organization LEARNING MORE Further Reading Web Search Exploration Experiment Part Three Assessment Chapter 7 Language and Content-Area Assessment Educational Standards and Standardized Assessment Advantages of Standards-Based Instruction for English Learners Achievement Testing and No Child Left Behind Disadvantages of Standards-Based Instruction for English Learners Linking Assessment to Progress for English Learners The English-Language Development (ELD) Framework Linking Placement Tests to Language Development Linking Standards-Based Classroom Instruction to Assessment Purposes of Assessment Formative versus Summative Assessment Proficiency Tests Diagnostic and Placement Tests Achievement Tests Competency Tests Methods of Assessment Tying Assessment to the Integrated Curriculum Authentic Assessment Performance-Based Assessment Standardized Tests Teacher Observation and Evaluation Cautions about Testing Best Practices in Testing Identification, Assessment, and Placement of English Learners in the Schools Identification Procedures for English Learners Assessment for Placement Redesignation/Exit Procedures Limitations of Assessment Difficulties in the Testing Situation Problematic Test Content Interpretation of Test Results Technical Concepts Validity Reliability Practicality LEARNING MORE Further Reading Web Search Exploration Experiment Part Four Culture: Cultural Diversity in the United States, the Intercultural Educator, and Culturally Responsive Schooling Chapter 8 Cultural Diversity Historical Perspectives Contributions Exploitation The Impact of a Changing Population Poverty among Minority Groups The Education of Minorities Second-Language-Speaking Minority Populations Immigration and Migration Causes of Immigration Migration Immigration Laws and Policies LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 9 The Intercultural Educator Understanding Cultural Diversity The Nature of Culture Key Concepts about Culture Investigating Ourselves as Cultural Beings Learning about Students’ Cultures Ethnographic Techniques How Cultural Adaptation Affects Learning Achieving Equity in Schooling Detecting Unfair Privilege Fighting for Fairness and Equal Opportunity Combating Prejudice in Ourselves and Others Reducing Interethnic Conflict LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 10 Culturally Responsive Schooling Respecting Students’ Diversity Acknowledging Students’ Differences Educating Students about Diversity Promoting Mutual Respect among Students Adapting to Students’ Culturally Supported Facilitating or Limiting Attitudes and Abilities Cooperation versus Competition The Use of Language Teaching Styles (Cultural Orientation) Teacher—Student Interactions Classroom Organization Curriculum Sustaining High Expectations for All Students Assessing Students’ Ability and Achievement Validly Challenging Students to Strive for Excellence as Defined by Their Potential Motivating Students to Become Active Participants in Their Learning Encouraging Students to Think Critically Helping Students Become Socially and Politically Conscious Marshaling Family and Community Support for Schooling LEARNING MORE Further Reading Web Search Exploration Experiment Part Five Policy: Language Planning and Policy and Special Populations of English Learners Chapter 11 The Role of Educators in Language Planning and Policy A Critical Approach to Language Planning and Policy Tollefson: Power and Inequality in Language Education Foucault: The Power of Discursive Practices Fairclough: Critical Language Analysis Bourdieu: Language as Social Capital Cummins: Language Policies as Emancipatory Planning and Policy: The Classroom Educational Equity in Everyday Practices The Social Environment The Policies Embodied in Teachers’ Plans Policy at the School Level Collaboration with Colleagues School-Site Leadership The Academic Ambiance of the School Involving Parents Policy in Local School Districts Professional Growth and Service The School Board Community Support for English Learners The Public Forum Community Organizations State Commissions and Professional Organizations The Voice of the Expert Professional Leadership Roles Legislation and Public Opinion Influencing Federal Policies The English-as-an-Official-Language Controversy Federal Funds for Innovation Federal Legislation The National Spirit LEARNING MORE Further Reading Web Search Exploration Experiment Chapter 12 Culturally and Linguistically Diverse Learners and Special Education Scenarios and Issues Who Are CLD Learners with Special Needs? Issues Underlying the Scenarios Principles for the Education of CLD—Special Education Students The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education Overrepresentation in Disability Programs Underrepresentation in Gifted Programs Identification, Referral, and Early Intervention The Referral Process: The Roles of the Classroom Teacher and the ELD Specialist Academic and Learning Problems That CLD Learners May Experience Similarities between Ethnic Language Variations and Learning Disability Symptoms Early Intervention Roles of Classroom Teachers and ESL Teachers during the Process of Determining Eligibility for Additional Services Testing for Special Education The Descriptive Assessment Process Family Support for Evaluation Collaboration among ESL-ELD Resource Teachers and Special Educators Definition and Principles of Collaboration Collaboration among Professionals during the Testing Phase Working with an Interpreter Relationship of Continued ELD with Other Services Teaching Strategies for the CLD Special Learner Adapting Listening Tasks Adapting Reading Tasks Adapting Writing Tasks Assessing Student Performance in the Mainstream Classroom Methods of Assessing the Success of Included Students Assessing Students’ Work Using the Results of Assessment Universal Design for Special Populations of English Learners Universal Instructional Design Teaching Blind English Learners Teaching English Learners with Hearing Impairments LEARNING MORE Further Reading Web Search Exploration Experiment Bibliography Author Index Subject Index ' What Our Readers Are SayingBe the first to add a comment for a chance to win!Product Details
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