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Mastering ESL and Bilingual Methods : Differentiated Instruction for Culturally and Linguistica...

ISBN: 9780205410606 | 020541060X
Edition: 2nd
Format: Package
Publisher: Allyn & Bacon
Pub. Date: 1/1/2011

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SummaryTable of ContentsAuthor Biography
Sure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: "In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominan... MORE
Prefacexiii
About the Authorsxxi
part one Hallmarks of Accommodative Instruction
1(92)
... MORE
Multidimensional Foundations of Methods for CLD Students
2(28)
Demographic Patterns and Student Diversity
5(1)
Teacher Preparation for Cultural and Linguistic Diversity in the Classroom
6(1)
Describing Cultural and Linguistic Diversity in the Classroom
6(5)
Key Terms and Acronyms
7(1)
The CLD Student: Asset or Liability?
8(3)
Understanding the Realities of Cultural and Linguistic Diversity in the Classroom
11(19)
Expanding on the Prism Model
11(1)
The Sociocultural Dimension of the CLD Student Biography
12(18)
Cognitive and Academic Dimensions of Methods for CLD Students
30(28)
The Cognitive Dimension of the CLD Student Biography
33(12)
Cognitive Challenges
34(6)
Cognitive Processes
40(4)
Cognitive Dimension: Implications for Classroom and School Practice
44(1)
The Academic Dimension of the CLD Student Biography
45(13)
Academic Challenges
46(3)
Academic Processes
49(4)
Academic Dimension: Implications for Classroom and School Practice
53(5)
Linguistic Dimension of Methods for CLD Students
58(35)
The Linguistic Dimension of the CLD Student Biography
61(4)
Dynamics of First Language Acquisition (FLA)
61(1)
Differences between First and Second Language Acquisition
62(2)
Demands of Second Language Acquisition (SLA)
64(1)
Challenges of the Linguistic Dimension
65(5)
Time Required for Second Language Acquisition
67(1)
Exposure to Authentic Literacy Instruction and Activities
67(3)
Processes of the Linguistic Dimension
70(9)
Linguistic Process of Second Language Acquisition
70(6)
Linguistic Process of Understanding Concepts about Print
76(3)
Linguistic Dimension: Implications for Classrooms and School Practice
79(14)
Instructional Planning for CALP Development in L1 and L2
79(3)
Anticipating and Preassessing for the Array of Student Biographies
82(1)
Fostering Communicative, Constructivist Language Acquisition Environments
83(10)
part two Accommodation Readiness
93(72)
Changing Perspectives in Platform Development for Instructional Methods
94(30)
Effective Program Models for CLD Students: Research and Analysis
97(5)
Predictors of Academic Success among CLD Students
97(1)
Findings of Research: The Case for Bilingual Education
98(1)
Bilingual Education and the SUP-CUP Distinction
99(3)
When the Ideal Is Not Ideal
102(2)
Complicating Variables
103(1)
Range of Program Models for CLD Students
104(13)
English as a Second Language (ESL)
105(2)
Transitional Bilingual Education
107(3)
Developmental Bilingual Education
110(2)
Two-Way Immersion
112(2)
Limited-Use Program Models
114(3)
Sociopolitical Foundations of Quality Programming
117(7)
Lau v. Nichols (1974)
118(1)
Castaneda v. Pickard (1981)
119(1)
Plyler v. Doe (1982)
119(5)
A Framework of Accommodation Readiness
124(41)
The Accommodation Readiness Spiral
127(3)
Levels of Readiness
127(2)
Forms of Readiness
129(1)
Readiness for Critical Reflection on Practice
130(4)
Reflection
133(1)
Critical Reflection
133(1)
Readiness for CLD Students and Families
134(5)
Semistructured Conversations
136(3)
Environmental Readiness
139(4)
The External Environment
139(2)
The Internal Environment
141(2)
Curricular Readiness
143(4)
Curriculum Trends
144(1)
Curriculum Essentials
144(3)
Programming and Instructional Readiness
147(3)
Decision Making without a Current Program Model
147(1)
Decision Making with a Current Program Model
148(1)
Programming and Instructional Readiness through Advocacy
149(1)
Readiness for Application and Advocacy
150(15)
Readiness for Theory-into-Practice Applications
150(1)
Readiness for Differentiated Instruction
151(1)
Readiness for Advocacy
152(13)
part three Professionalism in Practice
165(198)
Planning and Grounding Instructional Methodology
166(40)
Consistency in Nomenclature Enables Communication
169(4)
Approach
170(1)
Method
170(2)
Strategy
172(1)
Technique
173(1)
Consistency: In Practice
173(1)
Three Dominant Approaches to Second Language Instruction
174(32)
Grammatical Approach
174(6)
Communicative Approach
180(8)
Cognitive Approach
188(18)
The Integrated Content-Based Method of Instruction
206(42)
Evolution of Content-Based Instruction
210(1)
Content-Centered Methods of Instruction
211(1)
Integrated Content-Based Instruction
211(5)
Benefits of ICB Instruction for CLD Students
213(3)
Delivering Integrated Content-Based Instruction
216(32)
Planning an ICB Lesson
216(13)
Instruction
229(9)
Assessment
238(3)
Concluding Thoughts
241(7)
The Sheltered Method of Instruction
248(48)
Realities of Sheltered Instruction
251(6)
Variations on Sheltered Instruction
252(5)
Myths and Misconceptions Associated with Sheltered Instruction
257(4)
Types of Students
259(1)
Language Proficiency of CLD Students
259(1)
Standards of Best Practice
260(1)
Specially Designed Academic Instruction in English (SDAIE)
261(1)
The Sheltered Instruction Observation Protocol (SIOP)
261(35)
Preparation
263(7)
Instruction
270(16)
Review and Assessment
286(1)
Closing Thoughts on the SIOP Model of Sheltered Instruction
286(10)
The CALLA Method of Instruction
296(34)
Cognitive Methods and Learning Strategies
299(2)
Crosslinguistic Strategies
300(1)
Cognitive Teaching Methods for Instructing CLD Students
301(29)
The CALLA Method
302(28)
Achieving Standards-Driven Professional Practice
330(33)
Nationally Recognized Standards for Teachers of CLD Students
333(5)
NBPTS Standards
334(3)
CREDE Standards
337(1)
TESOL/NCATE Standards
337(1)
CEEE Guiding Principles
337(1)
Standards-Driven Reflection on Professional Practice
338(17)
Benchmarks of Effective Practice
338(2)
Key Facets of a Platform for Best Practice with CLD Students
340(15)
Conclusion: Setting Goals for Professional Development
355(8)
Appendix363(6)
Glossary369(4)
References373(18)
Name Index391(6)
Subject Index397
Socorro Guadalupe Herrera is co-director of the CLASSIC ESL/Dual Language Program at Kansas State University.

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