Synopses & Reviews
Engaging and pragmatic, this new text is a welcome resource for teachers with diverse student populations! Distilling strategies and insights gathered over years of success, Dr. Whelan Ariza equips mainstream teachers with the background, understanding, and methods needed to teach effectively in culturally diverse classrooms. She explores several cultural groups in-depth, giving mainstream teachers an understanding of how students' cultural values are expressed in beliefs and behaviors. Understanding why students behave the way they doand how our American cultural lens may cause misperceptionshelps teachers to respond appropriately and promotes congruity between teacher and student interaction. Building on this foundation of understanding, the author describes effective instructional practices that mainstream teachers may use to address a range of classroom scenarios, including detailed examples of how to modify curriculum for English learners with various levels of language proficiency.
Key Features:
- Vignettes near the beginning of many chapters with authentic examples of behaviors English language learners may demonstrate in the classroom.
- Clarification of issues and differences between bilingual instruction and teaching English learners in the mainstream classroom.
- Assessment issues and strategies for evaluating English language learners are included throughout the book.
- Packed with guidelines and examples of how to modify content for the English learner.
- Questions for discussion and activities at the end of each chapter.
- Sample assignments for the university or college classroom.
- A detailed chart containing the National K-12 ESOL Students Standards, located in the Appendix.
What the reviewers have to say:
The author seems to know the current teaching situations very well, has a clear goal,and the book is very comprehensive and clearly written. Great combination of research and practical applications...easy to implement and very helpful information, especially for educators who have limited knowledge in dealing with English Language Learners.
Grace Cho Choi, California State University-Fullerton
The feature I like the best in this document is the inclusion of case studies that illuminate the pressing issues in educating immigrant students. This manuscript can be an excellent resource for the educator.
Irma Guadarrama, University of Houston
About the Author -
Dr. Eileen N. Whelan Ariza's expertise is teaching mainstream teachers the basic knowledge and background they need to succesfully instruct a range of English-proficient language learners in the mainstream classroom. An associate professor of TESOL at Florida Atlantic University, she has published a number of articles in professional journals and co-authored several popular books and workbooks such as, Why TESOL? Theories and Issues in Teaching ESOL for K-12 teacher, Second Edition (Kendall Hunt, 2000), and Fundamentals of Teaching ESOL in K-12 Mainstream Classroom (Kendall Hunt, 2002).
Review
“Addressing basic terms without being condescending, and offering interesting and challenging concepts that all teachers should consider in their work…this book draws from the most current and relevant research in the field of second language and culturally responsive teaching and presents useful ideas for all teachers to utilize in their classrooms….A good read!”
—Peggy Laughlin, University of Wyoming/Casper College Center
Synopsis
This book covers everything a mainstream classroom teacher needs to know to address the needs of English language learners. Coverage includes how to modify instructional methods so that the same curriculum can be taught to native and non-native speakers. Teachers with non-native English speakers in their classroom, or anyone who is helping prepare and train teachers to accommodate ELL students.
Synopsis
This accessible and practical text offers mainstream classroom teachers a comprehensive resource on educating English language learners (ELLs) successfully. The Second Edition of Not for ESOL Teachers identifies key issues and challenges concerning the teaching of language and content to English language learners. It also offers teachers a variety of research-proven strategies in order to address those students’ multiple learning needs.
Synopsis
Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically,
Culturally, and Ethnically Diverse Student, 2/e
Eileen N. Whelan Ariza
The Second Edition of Not for ESOL Teachersidentifies today’s key issues and challenges concerning the teaching of language and content to English language learners (ELLs), as well as strategic information for school support personnel. Practical and teacher-friendly, it presents mainstream teachers across grade levels with a comprehensive guide to understanding different cultural backgrounds, and educating ELLs successfully. Offering research-proven strategies to modify and adapt instruction, this book includes all the tools educators require to teach the same content and curriculum to both native and non-native English speakers. A great resource for mainstream teachers who are unfamiliar with speakers of other languages, Not for ESOL Teachers is a true discovery for the experienced mainstream teacher as well. Uncover what every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student.
“Addressing basic terms without being condescending, and offering interesting and challenging concepts that all teachers should consider in their work…this book draws from the most current and relevant research in the field of second language and culturally responsive teaching and presents useful ideas for all teachers to utilize in their classrooms….A good read!”
–Peggy Laughlin, University of Wyoming/Casper College Center
Eileen N. Whelan Ariza, EdD (University of Massachusetts Amherst), is professor of TESOL at Florida Atlantic University, and a Fulbright Scholar who has published multiple journal articles and co-authored several books, including Why TESOL? Theories and Issues in Teaching English to Speakers of Other Languages in K-12 Classrooms; Why TESOL? The Changing Face of America: Theories and Issues in Teaching English as a Second Language for K-12 Teachers; and Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms. Dr. Whelan Ariza currently researches language teaching and learning and dedicates her time to supporting pre-service teacher education.
Table of Contents
Introduction. Acknowledgements.
Notes to the Reader.
I. CLASSROOMS OF TODAY. 1. Voices from the classroom.
Contributors: Ms. Carol Chursenoff.
2. Cultural Diversity in the Mainstream Classroom.
3. Cultures clashing in the classroom.
4. Cross Cultural Miscommunication.
5. Diverse Learning styles.
II. SAMPLER OF CULTURAL GROUPS: THE TEACHER AS CULTURAL OBSERVER. 6. Native Americans or American Indians.
Contributors: Diane Talley Strike, Native Americans.
7. Asian Americans/Indians.
Contributors: Susan Hobson, Koreans.
Contributors: Jini Heller, Indians.
8. Middle Easterners/Islamics.
9. Haitians.
Contributers: Ms. Sheila Santiague, Claude Gabriel, Rose Ethel Saint-Claire, and Mr. Joey Bautista.
10. Hispanics/Latino/a and Spanish-Speakers.
Contributors, Carol Chursenoff, Wilma Diaz.
III. THE EXPERIENCE OF LEARNING ANOTHER LANGUAGE. 11. The School Experience for the English Learner.
12. What Teachers Need to Know about Language Acquisition.
IV. LEARNING ENGLISH THROUGH ACADEMIC CONTENT. 13. Why Integrate Language and Content.
14. Teaching Academic Content to English Learners.
Contributors: Jennifer Peffer, Honey Smith.
15. Literacy and the English Language Learner.
Contributor: Dr. Susanne I. Lapp.
16,. Teaching Math to English Learners: Myths and Methods.
Contributor: Dr. Sally Robison.
V. ASSESSMENT AND THE ELL. 17. Traditional Assessment: Why It Is Inappropriate For ELLs.
VI. ELLS AND THE WIDER COMMUNITY. 18. How Teachers Can Help Parents of ELLs.
19. Suggestions for Support Personnel and the ELLs.
Contributor: Diana Pett.
APPENDICES. Appendix A. ESOL Methods and Strategies.
Appendix B. Language Levels Classification and Descriptions.
Appendix C. Matrix, National K-12 ESOL Standards.
Appendix D. Social Studies (Government) Adaptation.
Honey Smith.
Appendix E. Science Adaptation, Cheryl Quinn.
Appendix F. Math Adaptation, Patricia Halprin.
Appendix G. Class Assignment: Content Area.
Textbook Analysis Form.
Appendix H. Project Rubric for Modifications of Textbook.
Appendix I. Resources( Journals, Websites).
Appendix J. SIOP Lesson Planning Guide.