Verfügbarkeit: A book for every teacher | Technische Universität München

A book for every teacher: teaching English language learners

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Bibliographische Detailangaben
Beteilige Person:	Li, Nan (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	Charlotte, North Carolina Information Age Publishing, Inc. [2015]
Schlagwörter:	Englisch English language > Study and teaching > Foreign speakers Education, Bilingual > United States Englischunterricht USA
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029228228&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029228228&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
Beschreibung:	Includes bibliographical references
Umfang:	xvii, 241 Seiten Illustrationen, Diagramme, Karten 25 cm
ISBN:	9781681230504 9781681230511

Internformat

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Datensatz im Suchindex

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adam_text	CONTENTS Preface..................................................... xi Uniqueness of the Handbook...............................xi Who Is the Audience for This Book ..................... xii How to Use This Handbook ..............................xiii Chapter Summaries...................................... xiv Acknowledgments ...........................................xvii PART I: ELL SCHOOL POPULATION Chapter I. Who Are the ELLs?..................................3 Case Scenario.............................................3 Life Experiences and Cultures ............................4 Academic-Related Issues................................10 ELL Profiles and Work Samples..........................11 Julio Gonzales Profile...............................11 Edwin Perez Profile..................................14 Ann Sanchez Profile .................................16 Summary .................................................17 References...............................................18 PART II: TEACHING ELLS Chapter 2. Theoretical Perspectives in L2 Acquisition........25 Case Scenario............................................25 BICS and CALP..........................................26 Basic Interpersonal Communicative Skills (BICS)......27 Cognitive Academic Language Proficiency (CALP).......29 Comprehensible Input and Affective Filter .............33 Comprehensible Input Hypothesis......................34 Affective Filter Hypothesis.............................35 Summary .................................................... 36 References...................................................37 Chapter 3, Teaching ELLs in Classrooms...........................39 Case Scenario............................................... 39 Planning to Teach..........................................40 SIOP Lesson Model ......................................41 Component # 1: Lesson Preparation .....................42 Component #2: Building Background ....................44 Component #3: Comprehensible Input ...................44 Component #4: Strategies..............................46 Component #5: Interaction.............................47 Component #6: Practice and Application................48 Component #7: Lesson Delivery ........................49 Component #8: Review and Assessment...................49 Total Physical Response ...................................50 Teaching Strategies....................................... . 52 Using Visual Aids .........................................52 Using Pictures and Images..................................52 Using Graphic Organizers ..................................53 Semantic Mapping ...................................... 53 K-W-L Chart Strategy....................................54 Relating to Existing Knowledge.............................56 Providing Background Information........................57 Preteaching.............................................58 Making Vocabulary Connections ......................... 59 Preview Survey .........................................59 Presenting Contextual Information .........................60 Using Context and Modeling..............................60 Using Idiomatic Expressions Related to Cultural Context.................................. . 61 Other Useful Tips and Integrating Technology...............62 Thinking Aloud..........................................62 Thumb Up and Thumb Down ................................63 Teaching Transitional Words and Phrases.................63 Teaching Pronouns and Antecedents.......................64 Teaching Words Ending With -ed and -ing.................65 Learning Prefixes and Suffixes..........................65 Teaching Bloom s Action Words ..........................67 Visualizing the Characters in Reading...................68 Making a Flip Book .................................... 69 Writer’s Workshop .................................... 70 Interactive Writing ....................................71 Creating Word Walls.....................................72 Integrating Technology With ELLs .......................73 Summary ..................................................79 References................................................79 Chapter 4. Ways to Involve ELL Participation . ..............81 Case Scenario.............................................81 Getting to Know ELLs......................................82 Ways to Encourage ELLs’ Participation...................84 Focus on Building Fluency.......................... 84 Meet ELLs’ Individual Needs..........................84 Encourage, Praise, and Be Positive...................85 Make Learning Exciting to Motivate Interest..........85 Provide Modeling With Clear Instruction and Allow Time.....................................86 Use Choral Responses, Switch Groups, and Choose the Right Topics........................ . 86 Useful Tips to Engage Your ELLs ........................87 Tip 1: Create a Language Learning Center for Newcomers .....................................87 Tip 2: Pair Your Newcomers With Buddies..............89 Tip 3: Getting Started With Newcomers ...............90 Tip 4: Additional Activities for ELLs ...............92 Working on Teacher-Student Relationships................93 Involving Parents and Family Support....................98 Summary .................................................100 References............................................. 100 PART III: BASIC VOCABULARY Chapter 5. Academic Words For ELLs .........................105 Case Scenario........................................... 105 Numbers ...............................................106 Day 1: Learn Numbers 1-10...........................107 Day 2: Learn Numbers 11-19........................ 107 Day 3: Learn Numbers 20-90 ...................... 108 Day 4: Leara Numbers 21-99..........................108 Day 5: Learn Numbers 100-900 ...................... 109 Extended Activity ..................................109 Shapes and Colors.................................... 110 Extended Activity ..................................112 Activities .........................................113 Subject Content Words................................ 114 Descriptive Words in Classrooms .......................136 Summary .................................................140 References............................................. 141 Chapter 6. Basic Daily Words for ELLs......................... 143 Case Scenario...............................................143 Greetings.................................................144 Directions ............................................. 147 Food and Cafeteria...................................... 150 Families and Relatives....................................157 First-, Second-, and Third-Degree Relatives ...........159 Weather and Sports........................................160 Summary ...................................................164 Chapter 7. Traditions and Holidays .............................169 Case Scenario...............................................169 Tradition and Holiday Words............................. 170 American Traditions and Holidays.......................172 Lesson Ideas With Words for Traditions and Holidays .... 175 Other Useful Traditional Words ......................... 177 Words for Special Events and Seasons ................... 180 Summary7 ...................................................181 References ............................................... 181 FART IV: RELEVANT INFORMATION Chapter 8. Information for Professionals . .....................185 Case Scenario...............................................185 Who Is Responsible for Teaching ELLs? ....................186 Common Core and the Challenging Role of Teachers .........187 Common Core ....................................... 187 Challenging Role of Teachers ..........................188 Trends and Programs in L2 Teaching........................191 Different Programs for ELLs ......................... 192 Bilingual Programs ....................................192 Inclusion Program ................................... 193 Pull-Out Programs .....................................195 Sheltered Instruction .................................196 Content-Based ESOL Programs............................196 Assessing ELLs and Related Issues.........................198 Factors Affecting Assessment of ELLs......................199 Language Factors ......................................199 Educational Background Factors ........................200 Cultural Factors ......................................200 Planning the Assessment.............................. 201 Types of Assessment for ELLs ..........................202 Formative Assessment...................................204 Performance-Based Assessment......................... 204 Portfolios........................................... 205 Suminative Assessment............................... 205 Appropriately Assessing ELLs............................. 206 ELLs’ Language Development............................206 Stage I: Preproduction Stage .........................206 Stage II: Early Production ...........................207 Stage III: Speech Emergence...........................207 Stage IV: Intermediate Fluency .......................208 Stage V: Advanced Fluency.............................208 ELL Population Data and Statistics..................... 209 Suggestions for Teacher Education Programs ...............214 Professional Development for In-Service Teachers......216 Preservice Teacher Education Program..................217 Summary’ ..................................................221 ✓ References................................................. 221 Appendix...................................................... 227 Subject Glossary...........................................227 About the Author ............................................. 241 A Book for Every Teacher: Teaching English Language Learners is written with teachers in mind, in recent years, the ELL school population has the highest increase among all student groups. This imposes a unique challenge for teachers who need special knowledge and strate- gies to work with the ELLs in classrooms. This book provides a unique tool for teachers. • This book gives teachers comprehensive knowledge. The knowledge is basic, most needed with strategies and activities comprehensively for teachers to use in classrooms. The book combines basic vocabu- lary, teaching strategies, and L2 theories. Teachers can use the book as text materials or daily references when working with ELLs. • The book is reader-friendly and meets immediate classroom needs. The book has eight chapters and each chapter has a topic that helps teachers to understand ELLs and work with them. A scenario begins with each chapter to help teachers know their ELLs. The content in each chapter provides relevant, useful information and teaching strat- egies. • The book is practical and useful. If teachers teach a certain topic, they can refer to the chapter title and subtitle as index to select this topic. For example, Chapter 3 includes a lesson plan model, the SIOP Model, which is an empirically-approved approach for teaching ELLs and all students. Chapter 5 provides the academic vocabulary that all ELLs need to know, such as numbers, shapes, colors, subject content words, and academic words commonly used in classrooms. The basic daily words are listed in Chapter 6, such as directions, greet- ings, food and cafeteria, families and relatives, and weather and sports. English language learners are the fastest-growing student population group in our schools. Providing them with high-quality services and programs is an important investment in America’s future—-The NEA Pres- ident and Policy Brief (2013).
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title	A book for every teacher teaching English language learners
title_auth	A book for every teacher teaching English language learners
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title_full	A book for every teacher teaching English language learners by Nan Li, Claflin University
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title_sort	a book for every teacher teaching english language learners
title_sub	teaching English language learners
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topic_facet	Englisch English language Study and teaching Foreign speakers Education, Bilingual United States Englischunterricht USA
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