Synopses & Reviews
Pre- and in-service mainstream teachers can turn to this unique guide for a practical, interactive approach for teaching the English learners and world language students in their regular classrooms. In it they get a number of engaging features, opportunities for reflection, important new ideas and suggestions, and a variety of ways to better connect to standards such as the Common Core State Standards and WIDA.
Featuring work from the socio-cultural and psycholinguistic fields of study, the book offers today’s teachers an engaging perspective on interactive, content-based language teaching and learning, plus more methodological approaches to teaching in EL settings than virtually any other book on the market. It’s the ideal resource for undergraduate, pre-service, and mainstream general educator teachers who are faced with the challenges of teaching to today’s diverse groups of students.
In this new edition:
- Teachers can easily see how to include Common Core and WIDA standards, as well as 21st Century Skills, in lessons through new discussions and examples highlighting the importance and alignment of these national standards and skills.
- Technology Highlights in each chapter give teachers access to technology resources, applications, and materials to assist with teaching and learning.
- Teachers are able to connect professional development standards with classroom practices in the chapter Reflect and Respond features, integrating TESOL/NCATE standards for P-12 teacher education and ACTFL/NCATE standards.
- Mainstream teachers get practical tips, ideas, and strategies for working with ELLs in each chapter.
Also from author Marjorie Hall Haley:
|0205582397 - Brain-Compatible Differentiated Instruction for English Language Learners, 1/e - c2010 |
"This is one of the most comprehensive and inclusive texts I have found for teaching university students about content areas in ESL." - Yolanda Ramirez , University of Texas of the Permian Basin
"The research quality is one of the text’s strengths as is the depth of material. The practical insights and perspectives are wonderful." - Mary Katherine Mastruserio Reynolds, University of Wisconsin-Eau Claire
Gives mainstream teachers a practical, how-to, interactive approach for teaching English Learners or world language students in the regular classroom--packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to standards such as the Common Core and WIDA.
Common Core Standards, WIDA, features work from two critical fields of study--psycholinguistics and socio-cultural
Ideal for undergraduate, pre-service, and mainstream general education teachers who are learning how to teach English Learners or world language students in their classrooms
For any pre- or in-service mainstream teacher learning how to teach the English Language Learners or world language students in their classrooms—or those who simply want to get better at it—here is an interactive approach that’s packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to professional development standards like the Common Core Standards and WIDA.
Content-Based Second Language Teaching and Learning gives readers opportunities to interact with the material; reflect and consult with colleagues, partners, and classrooms; revisit their responses; and get assistance from accompanying PowerPoint presentations online that focus on the key concepts of each chapter. Packed with practical, how-to ideas and techniques culled from two critical fields of study—psycholinguistics and socio-cultural—it offers today’s teachers more methodological approaches to teaching in ESL settings than virtually any other book on the market.
About the Author
Dr. Marjorie Hall Haley is tenured Professor of Education and Director of Foreign Language Teacher Licensure in the Graduate School of Education at George Mason University in Fairfax, VA. Dr. Haley holds a PhD in Foreign Language Education and English as a Second Language from the University of Maryland, College Park. She has also earned a Master’s degree in education and advanced studies certificates from Towson University and Johns Hopkins University, respectively. In her 25th year at George Mason University, she teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. Dr. Haley’s research and publication record is wide. Her most recent book is, Brain-compatible Differentiated Instruction for English Language Learners (2010), published by Pearson. In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
Theresa Y. Austin is Professor of Education in the School of Education, in the Language, Literacy and Culture Concentration's Bilingual, ESL and Multicultural Education Program at the University of Massachusetts, Amherst.
Table of Contents
Section I: Language, Language Learning, and Language Acquisition
Chapter 1: How Languages Are Learned and Acquired through Content
Section II: Interactive Instructional Practice in Content-Based Settings
Chapter 2: Planning for Today's Millennial Learners and a Standards-Based Classroom
Chapter 3: A Critique of Methods and Approaches in Language Teaching
Chapter 4: Evaluating and Creating Interactive and Content-Based Assessment
Chapter 5: Foregroundign Oral Communication
Chapter 6: Literacy and the English Language Learner
Chapter 7: Foregrounding Written Communication in Content-Based Second-Language Teaching and Learning
Chapter 8: Interactive Approaches for Working with Diverse Learners
Chapter 9: Integrating Technology in an Interactive, Content-Based Classroom