Rent 9780205355433 | Teaching English Learners : Methods and Strategies

Summary Table of Contents Author Biography

Celebrated by reviewers as being the greatest language book I have ever read, this text has been tonted as the best overview of basic principles and methods for TESOL education. Written in Diaz-Rico's passionate style, Teaching English Learners is a one-stop introduction to teaching English to speakers of other languages. It includes an introduction to the fascination and challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching methods. A breakthrough in language teaching and learning, this t... MORE

Preface

xix

Strategies for Teaching English Learners: A Summary

xxv

Who Are English Learners and Their Teachers?

(20)

The Profession of Teaching ... MORE

(9)

Educational Terminology

(1)

Critical Perspectives

(2)

Challenges for Teachers of English Learners

(1)

Languages at Risk

(3)

Who Are English Learners and What Are Their Needs?

(7)

U.S. Demographics

(1)

ESL Services for English Learners

(1)

Career Preparation for ESL Teaching

(1)

International Demographics of English

(1)

Contexts for English Teaching Worldwide

(2)

Teaching English around the World

(1)

English as an International Language (EIL)

(2)

Professional Organizations for Teachers of English Learners

(2)

TESOL, Inc., as an Organization

(1)

Finding a Job Teaching English Learners

(1)

Critical Roles for Teachers

(9)

Educators as Critical Pedagogists

(3)

What Is Critical Pedagogy?

(1)

Critical Pedagogy as a Method

(1)

Contrasting Critical Pedagogy with Banking Models of Instruction

(1)

Sample Topics Used for Problem Posing

(1)

A Critical Sociological Look at Language and Power

(1)

Tollefson: Power and Inequality in Language Education

(1)

Foucault: The Power of Discursive Practices

(1)

Bourdieu: Language as Social Capital

(1)

Cummins: Language Policies as Emancipatory

(1)

Fairclough: Critical Language Analysis

(2)

Profession, Policy, and Power in the Education of English Learners

(2)

Views of Teaching and Learning

(36)

Philosophy, Psychology, Anthropology, Sociology, and Postmodern Pedagogy

(1)

Teaching the Whole Person

(1)

Philosophical Foundations of Education

(1)

Progressivism

(1)

Traditionalism

(1)

Belief Systems and Teaching

(1)

Educational Psychology: Behavioral Methods

(4)

Grammar Translation

(1)

The Rise of Experimental Behaviorism

(1)

The Audiolingual Method

(1)

Total Physical Response

(1)

Direct Teaching and Mastery Learning

(1)

Advantages of Behavioral Methods

(1)

Disadvantages of Behavioral Methods

(1)

Educational Psychology: Cognitive Methods

(11)

Generative Grammar

(1)

Krashen's Monitor Model

(1)

Stages of Development

(1)

Information-Processing Theories of Mental Functioning

(2)

Alternative Theories of Mental Functioning

(1)

Brain-Compatible Learning

(2)

Neurolinguistic Research Based on Study of Brain Function

(1)

Cognitive Teaching Means a Focus on Learning

(1)

Comparing the Cognitive View with Behaviorism

(1)

Learning Styles and Strategies

(1)

Constructivist Learning

(1)

Humanistic Education: Affective and Emotional Factors

(8)

Integrating Cognitive and Affective Learning

(1)

Self-Esteem

(3)

Motivation

(1)

Anxiety

(1)

Attitudes of the Learner

(1)

Other Affective Factors

(1)

Motivating Students Humanistically

(1)

The Teacher as Counselor

(1)

Cultural Anthropology and Education

(5)

Communicative Competence

(2)

Social Contexts for Language Learning

(1)

Activity Theory

(1)

Communities of Practice

(1)

Culture and Schooling

(1)

The Study of Classroom Discourse

(1)

Culturally Responsive Teaching

(1)

Looking Forward: Postmodernism

(4)

Modernism versus Postmodernism

(1)

Modernism

(1)

Postmodernism

(1)

Implications of Postmodernism for Educators

(2)

New Roles for English Educators

(1)

The Future of Teaching English Learners

(2)

Learner Strategies

(1)

Strategies Influenced by the Institution

(1)

Strategies Influenced by the Sociocultural Context

(1)

Performance-Based Learning

(35)

Why Performance-Based Learning?

(1)

What Is Performance-Based Learning?

(1)

Standards-Based Learning

(6)

TESOL Standards

(1)

Program Standards

(1)

Instruction Aligned with TESOL Standards

(1)

English-Language Development Standards

(3)

Incorporating Standards into Lesson Plans

(1)

What Is the Best Use of Assessment?

(3)

The Changing Nature of Assessment

(1)

The Role of Assessment in the Integrated Curriculum

(1)

What Is Performance-Based Assessment?

(1)

Methods of Assessment

(7)

Assessment Terms

(1)

Standardized and Less Standardized Assessment

(1)

Standardized Proficiency Tests

(1)

Teacher- and Student-Created Rubrics

(2)

Teacher-Constructed Tests

(1)

Portfolio Assessment

(1)

Teacher Observation and Evaluation

(1)

Grading

(1)

Student Self-Assessment and Peer Assessment

(1)

Other Types of Tests

(2)

Identification, Assessment, and Placement of English Learners in the Schools

(1)

Identification Procedures for English Learners

(1)

Assessment for Placement

(1)

Redesignation and Exit Procedures

(1)

Limitations of Assessment

(2)

Difficulties in the Testing Situation

(1)

Cautions about Testing

(1)

Academic Expectations

(4)

How Teacher Expectations Are Formed and Communicated to Students and How Students Respond

(3)

Student Control over Classroom Learning

(1)

Intercultural Communication of Expectations

(1)

Planning Instruction

(2)

Constructivist Planning

(1)

The Direct Teaching Model

(1)

Modifying the Direct Teaching Model

(1)

Matching Performance and Assessment

(7)

Setting Objectives

(1)

Tasks as Objectives

(1)

Task Chains

(1)

Assessing the Task Chain

(1)

Formative Assessment

(1)

Summative Assessment, Culminating Performance, and Metalearning

(4)

Monitoring and Adjusting Instruction

100

(1)

Learner Strategies and Learner-Focused Teaching

101

(42)

Learner Control and Academic Competence

101

(2)

Learner Autonomy: Self-Motivation and Self-Management

103

(2)

Self-Management

104

(1)

Self-Managed Instruction

104

(1)

Self-Efficacy

104

(1)

Student Responsibility for Learning

105

(1)

What Are Learner Strategies?

105

(2)

Indirect and Direct Strategies

106

(1)

Strategy-Based Instruction

106

(1)

Indirect Strategies: Second-Language Acquisition and Use

107

(2)

What Are Second-Language Use Strategies?

107

(2)

Indirect Strategies: Learning Style Preferences

109

(5)

Typologies of Learning Styles

110

(2)

Learning Styles Applied to the ESL/EFL Classroom

112

(1)

Cultural Differences in Learning Styles

112

(1)

Measuring Learning Styles

112

(1)

Adapting Instruction to Learning Styles

113

(1)

Direct Strategies: Cognitive

114

(10)

Schema Building

114

(1)

Scaffolding

115

(1)

Alternative Information Representation and Graphic Organizers

115

(7)

Critical Thinking

122

(1)

Creative Thinking and Risk Taking

122

(2)

Direct Strategies: Metacognitive

124

(2)

Direct Strategies: Social-Affective

126

(1)

Student Opportunities to Cooperate

126

(1)

Maintaining the First Language as an Affective Strategy

127

(1)

Direct Strategies: Academic Survival and Study Skills

127

(5)

Academic Survival Skills

127

(1)

Native-Language Cultural Skills and Experiences

128

(1)

Target-Language Culture Skills

128

(1)

Knowledge about the Culture of Academia in the Target Language

128

(2)

Study Skills

130

(1)

Text Processing and Time Management

131

(1)

ESL and the Content Areas

132

(6)

Content-Based Instruction in ESL

132

(1)

Collaboration and Reciprocity

133

(1)

CBI-ESL: Lesson Planning

134

(1)

Specially Designed Academic Instruction in English (SDAIE)

134

(4)

Computer-Assisted Language Learning/Computer-Mediated Communication

138

(5)

CALL and Second-Language Acquisition

139

(4)

Learning Processes That Build on the First Language

143

(57)

Literacy and Power

143

(1)

Reading Processes

144

(21)

Purposes for Reading

144

(1)

Standards-Based Reading Instruction

145

(1)

Emergent Literacy

146

(1)

Language Experience Approach

147

(1)

Direct Teaching of Reading

148

(1)

The Basics of Learning to Read

149

(4)

The Three-Stage Reading Process

153

(1)

Schemata for the Reading Process

153

(7)

Focus on Acquisition Vocabulary

160

(1)

Transition Reading

160

(1)

Stages of Reading Development for English Learners

161

(1)

Teaching Strategies for Comprehension

161

(1)

Teaching Literature

162

(3)

Writing Processes

165

(12)

The Role of Writing in Academic Literacies

166

(1)

Writing as a Social Construction

167

(1)

What Do Writers Need?

167

(2)

Stages of Writing Development for Young English Learners

169

(1)

The Writing Workshop

170

(1)

The Writing Process: Prewriting

170

(1)

The Writing Process: Drafting

171

(1)

Self-Correction and Revision

171

(1)

Feedback through Peer Response and Writing Conferences

172

(1)

The Writing Process: Editing

173

(1)

Error Correction

173

(1)

Publishing

174

(1)

Issues with ESL Writing

174

(3)

Listening Processes

177

(6)

Listening to Repeat: The Audiolingual Legacy

178

(1)

Listening to Understand: The Task Approach

179

(1)

Listening for Communication

180

(1)

Before Listening

180

(1)

While Listening

181

(1)

After Listening

182

(1)

Authentic Tasks in and out of the Real World

183

(1)

Speaking Processes

183

(17)

Difficulties with Spoken Discourse

184

(1)

Basic Interpersonal Communication Skills

185

(1)

Developing Oral Language

186

(1)

Situations for Spoken Discourse

187

(1)

Resources for Spoken Discourse

187

(1)

Improving Pronunciation

188

(1)

Before Speaking

189

(1)

While Speaking

190

(1)

After Speaking

191

(1)

Speaking Games and Tasks

191

(2)

Oral Discourse and Critical Communicative Competence

193

(5)

Summary: The Conversant Student

198

(2)

The Learning Process and the Imaginary

200

(39)

The Importance of the Imaginary

200

(1)

Exploring the Imagination

201

(4)

Lozanov's Suggestopedia Revisited

201

(1)

Lacan's Personality Theory and the Imaginary

202

(1)

The Imaginary and English Learning

203

(1)

The Imaginary and the Development of Personality

203

(1)

The Imaginative Function of Language

204

(1)

Stimulating the Imagination Directly

205

(4)

Guided Imagery

205

(2)

Creative Environments

207

(1)

Comics

207

(1)

Curriculum That Stimulates the Imagination

208

(1)

Drama in the Classroom

209

(15)

Classroom Dramatics

210

(4)

Play Scripts as Literary Text

214

(1)

Role Play

215

(2)

Readers Theater

217

(2)

Puppetry

219

(1)

Storytelling

220

(4)

Poetry and the Muse

224

(9)

A Universal Language

224

(1)

The Sound of Poetry

225

(1)

Poetry as Vocabulary Development

226

(1)

Types of Poems

227

(2)

Writing Poetry

229

(1)

Connecting Visual and Poetic

230

(1)

Poetry Interpretation

231

(2)

Music: Listening, Playing, Singing, Creating

233

(4)

Popular Music

233

(2)

Culturally Authentic Music

235

(1)

Jazz Chants

236

(1)

Singing Games

236

(1)

The Virtues of the Imaginary

237

(2)

Grammar through Integrated Language Skills and Wonderful English

239

(27)

English Is Democratic and Creative

239

(1)

Why Integrated Skills?

240

(1)

Integrated Instructional Activities

241

(3)

Learner Output

241

(1)

Content: Flexible, Thematic Curriculum

242

(2)

The History of English

244

(8)

From Old to Middle English

244

(2)

Middle English

246

(1)

The Dual Nature of English

246

(3)

English: Innovative and Unregulated

249

(3)

The Curiosity and Beauty of English

252

(5)

Assets of English

253

(1)

Complexities of English

254

(1)

Beauty in Nuance and Sound

255

(2)

Teaching Grammar

257

(2)

Grammar as System

258

(1)

Grammar and Emotion

258

(1)

Grammar Games

259

(1)

Correct Usage and Discourse Competence

259

(7)

Prescriptive Language and Usage Wars

259

(3)

A Schema for Literature, ESL, Grammar, and Usage

262

(1)

Integrating Grammar into the Curriculum

263

(3)

Culturally Based Language Teaching

266

(26)

Culture and Language Teaching

266

(1)

The Skills and Responsibilities of the Intercultural Educator

267

(2)

Culturally Derived Learning Styles and Strategies

269

(4)

Values, Beliefs, and Practices

270

(1)

Social Customs

270

(1)

Rites, Rituals, and Ceremonies

271

(1)

Work and Leisure Systems

271

(1)

Health and Medicine

271

(1)

Institutional Influences: Economic, Legal, Political, and Religious

272

(1)

Language-Related Behaviors and Beliefs

272

(1)

Educational Systems

272

(1)

Culturally Compatible Instruction

273

(4)

Ethnographic Study

273

(1)

Self-Study

274

(1)

Cultural Observations

274

(1)

Interviews

275

(1)

Home Visits

275

(1)

Sources for Learning about Cultures

275

(1)

Culturally Responsive Pedagogy

276

(1)

Teaching Styles (Cultural Orientation)

276

(1)

Teacher-Student Interactions

277

(1)

Classroom Organization and Curriculum

277

(1)

Assuming a Bicultural Identity

277

(3)

Culture as Content

280

(7)

Why Teach Language Using Culture?

280

(1)

Culture of the Target Language

280

(3)

English Teaching Using the Native Culture

283

(4)

Bias in Teaching about Culture

287

(1)

Crosscultural Studies

287

(3)

Achieving Ethnorelativism

288

(1)

Deeper Crosscultural Comparison

288

(2)

Teaching Crosscultural Content

290

(1)

Using Intercultural Communication to Teach English

290

(2)

Beyond Superficial Communication

290

(1)

Intercultural Conflict

290

(2)

Discourse in the Classrooms of English Learners

292

(15)

What Is Classroom Discourse?

292

(2)

Language Teachers at the Edge

292

(1)

The Language and Culture of Schooling

293

(1)

Linguistic Features of Classroom Discourse

294

(1)

What Discourse Genres Are Common in U.S. Classrooms?

294

(9)

The Recitation Pattern: A Typical Learning Encounter

295

(1)

Sociohistorical Features of the Recitation Pattern

296

(1)

Instructional Features of the Recitation Pattern

296

(1)

Recitation Pattern: Critique

297

(1)

Recitation Pattern: Questioning Strategies

297

(3)

Cooperative Learning as an Alternative Pattern

300

(1)

The Instructional Conversation (IC) as a Discourse Alternative

301

(2)

Cognitive Academic Language Proficiency

303

(2)

The Language of Thought

303

(2)

The Teacher's Role in Promoting CALP

305

(1)

Discourse That Affirms Students' Voices

305

(2)

Dual-Language Proficiency

307

(16)

Schooling in Two Languages

307

(4)

Why Dual-Language Acquisition?

307

(1)

Bilingual Education and the Teaching of English

308

(1)

Submersion (Sink or Swim)

308

(1)

Transitional Bilingual and Structured Immersion Programs

309

(2)

Dual-Literacy Programs: An Introduction

311

(4)

Developmental Bilingual Programs in the United States

311

(1)

Second-and Foreign-Language Immersion Programs for Majority-Language Students

312

(1)

Two-Way Immersion Programs for Majority-Language and Minority-Language Students

312

(2)

Advocacy for Dual-Language Programs

314

(1)

The Role of Monolingual English Instructors in a Dual-Language Program

315

(1)

Biliteracy in a TWI Context

315

(3)

Complexities of Biliteracy

315

(1)

Questions about Biliteracy

316

(1)

A Teaching Unit in Two Languages

316

(2)

Principles of Language Transfer

318

(5)

Metalinguistic Awareness and Common Underlying Proficiency

318

(1)

Teaching for Transfer: Language Acquisition Processes

319

(2)

Biliteracy and Biculturality

321

(2)

Teaching English in Context

323

(25)

Dialects in English

324

(12)

Dialects and the Education of English Learners

324

(2)

Common Features That Constitute Dialects

326

(2)

How Dialects Exhibit Social and Ethnic Differences

328

(1)

Attitudes Toward Dialects

329

(2)

Dialects and Speaking Style

331

(2)

Gender and Language Variation

333

(3)

Vernacular Dialects and Language Teaching

336

(1)

Teaching Standard English: Whose Standard?

336

(1)

Language Variety as a Goal of Instruction

337

(2)

Some Sample Registers in Oracy

338

(1)

Some Sample Registers in Literacy

338

(1)

Gender-Typical Registers

339

(1)

Teaching Oral Register Shifts

339

(1)

Situated Literacy and Academic Registers

339

(9)

The Individual World of Literacy

340

(1)

Situated Literacy: Synthesis of Practices

340

(1)

Teaching Academic Registers

341

(3)

Academic Competence: Psychological Factors

344

(1)

Academic Competence: Sociocultural Factors

344

(1)

Academic Competence Demanded to Perform Undergraduate-Level Academic Writing

344

(1)

Academic Competence Demanded to Perform Graduate-Level Academic Writing

345

(1)

Task Demands of Academic Writing in an MATESOL Program

346

(2)

Building a Community of Learners

348

(30)

What Is a Community of Learners?

348

(15)

The Classroom as a Community

349

(2)

Forming a Learning Community

351

(1)

Critical Perspectives on Community Involvement

351

(1)

Listening to the Learner

352

(2)

Not-So-Critical Perspectives on Community Involvement

354

(1)

A Model for Community Involvement

355

(8)

Why Involve Families?

363

(7)

Changing Definitions of Family Involvement

364

(1)

Recognizing Rights of Families

364

(1)

Issues in Family Involvement

365

(2)

Myths about Families and Other Communication Barriers

367

(1)

Enhancing Home-School Communication

367

(1)

Teacher-Family Conferences

367

(2)

How Families Can Assist in a Child's Learning

369

(1)

A Model of Home-School Relationships

370

(1)

Community Funds of Knowledge

370

(4)

Transformative School-Community Partnerships

374

(2)

Empowerment as a Goal

374

(1)

Getting to Know the Community

374

(1)

School Partnerships with Community-Based Organizations

375

(1)

Community Support for English Learners

375

(1)

The Idea of Community

376

(2)

Project-Based Learning

378

(24)

Why Projects?

378

(8)

Facing the Real World

378

(1)

Characteristics of PBL

379

(1)

Benefits of PBL

379

(1)

Projects Are Collaborative

379

(1)

The Teacher as Guide

380

(1)

Skill Integration

381

(1)

Design, Documentation, and Discourse

382

(1)

Representation

382

(2)

Thematic Units

384

(1)

Projects at Urban High Schools

384

(1)

Community-Based Projects

385

(1)

Project-Based Learning in EFL

385

(1)

Projects in Intensive English Programs

385

(1)

Projects in Teacher Education

386

(1)

Choosing a Project Topic

386

(5)

Mapping the Project

389

(1)

Topics across Disciplines

390

(1)

Envisioning Success

390

(1)

Project Focus and Development

391

(6)

Project Development

391

(1)

The Planning Cycle

392

(1)

Task Representation

393

(1)

Example of the Desired Product

394

(1)

Guided Implementation

395

(1)

Self-Checking (Quality Control)

396

(1)

Recommendation for Improvement

397

(1)

Project Documentation and Evaluation

397

(5)

Process Counts

397

(1)

Student Presentation of Product

397

(1)

Feedback and Reflection

398

(1)

Planning for Assessment

398

(1)

Conducting Project Assessment

399

(1)

Criteria for Project Assessment

400

(2)

Learning English through Service to the Community

402

(15)

Why Service Learning?

402

(4)

Definitions

402

(1)

Extent of Participation

403

(1)

Components of Service Learning

404

(1)

Benefits of Service Learning

405

(1)

What Constitutes Good Service-Learning Pedagogy?

406

(1)

Students Serving Others: Some Examples

406

(1)

Building Relationships with Service Agencies

406

(2)

Reciprocity

407

(1)

Types of Service-Learning Opportunities

407

(1)

Identification of Community Partners

407

(1)

Designing a Service-Learning Project

408

(3)

Determining the Learning Goal(s)

409

(1)

Proposing Performance-Based Results

410

(1)

Monitoring and Evaluating Service Learning

411

(5)

The Reflective Component

411

(2)

Assessing Performance-Based Results

413

(2)

The Critical Component

415

(1)

Finding Out More about Service Learning

416

(1)

Appendix A Influencing Language Policies to Benefit English Learners

417

(6)

Policy at the Classroom Level

417

(1)

Policy at the School Level

418

(1)

Involving Parents in Policy Making

419

(1)

Policy Decisions in Local School Districts

419

(1)

Professional Organizations and Service

420

(1)

Influencing Community Public Opinion

420

(1)

Influencing Legislation and Public Opinion

421

(1)

Influencing Federal Policies

421

(1)

The National Spirit

421

(2)

Appendix B Bibliography of Works Used for Visual Imaginary Dramatic Arts

423

(2)

Bibliography

425

(32)

Author Index

457

(7)

Subject Index

464

Lynne Diaz-Rico is Professor of Education and Coordinator of the Master of Arts in Education, Teaching English to Speakers of Other Languages program at California State University, San Bernardino.

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Teaching English Learners : Methods and Strategies

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