Mastering ESL and Bilingual Methods Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students

In-service teachers, district or building administrators, school specialists, pre-service teachers, and paraprofessionals alike will find this an indispensable guide to rediscovering the value, potential, richness, and adventure of diversity#x13;while developing the capacity to professionally address the differential learning and transition needs of culturally and linguistically diverse (CLD) students. Contemporary, comprehensive, theory and research based, and aligned with TESOL, 2003 standards, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Studentspresents a giant step forward in enhancing the professional development and preparation that educators need for today#x19;s diverse and changing classrooms.

Dr. Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development and her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has published three books with Allyn and Bacon: Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). She has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

 

Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for CLD students whose first language is not English and for transnational students. Dr. Murry's recent research has emphasized differentiated assessment strategies for CLD students, the professional development of highly qualified teachers for ELL students, the linguistic and cross-cultural dynamics of ESL instruction, and school restructuring for linguistic diversity.  His recent publications have appeared in the Journal of Teaching and Learning, Reading and Writing Quarterly, AACTE Briefs, the Journal of Latinos and Education, as well as, Teacher Education and Practice. 

contents

 

Preface     About the Authors   

part one

Hallmarks of Accommodative Instruction    

Chapter 1

Multidimensional Foundations of Methods for CLD Students    

Demographic Patterns and Student Diversity    

Teacher Preparation for Cultural and Linguistic
Diversity in the Classroom    

Describing Cultural and Linguistic Diversity in the Classroom   

Key Terms and Acronyms    

The CLD Student: Asset or Liability?    

Understanding the Realities of Cultural and
Linguistic Diversity in the Classroom    

Expanding on the Prism Model    

The Sociocultural Dimension of the CLD Student Biography    

chapter 2  

Cognitive and Academic Dimensions of Methods for CLD Students   

The Cognitive Dimension of the CLD Student Biography    

Cognitive Challenges    

Cognitive Processes    

Cognitive Dimension: Implications for Classroom and School Practice    

The Academic Dimension of the CLD Student Biography    

Academic Challenges    

Academic Processes    

Academic Dimension: Implications for Classroom and School Practice   

chapter 3   Linguistic Dimension of Methods for CLD Students   

The Linguistic Dimension of the CLD Student Biography    

Dynamics of First Language Acquisition (FLA)    

Differences between First and Second Language Acquisition    

Demands of Second Language Acquisition (SLA)    

Challenges of the Linguistic Dimension    

Time Required for Second Language Acquisition    

Exposure to Authentic Literacy Instruction and Activities    

Processes of the Linguistic Dimension    

Linguistic Process of Second Language Acquisition    

Linguistic Process of Understanding Concepts about Print    

Linguistic Dimension: Implications for Classrooms
and School Practice    

Instructional Planning for CALP Development in L1 and L2    

Anticipating and Preassessing for the Array of Student Biographies    

Fostering Communicative, Constructivist Language
Acquisition Environments    

 part two

Accommodation Readiness 

chapter 4

Changing Perspectives in Platform 
Development for Instructional Methods   

Effective Program Models for CLD Students: Research and Analysis    

Predictors of Academic Success among CLD Students    

Findings of Research: The Case for Bilingual Education    

Bilingual Education and the SUP—CUP Distinction    

When the Ideal Is Not Ideal    

Complicating Variables    

Range of Program Models for CLD Students    

English as a Second Language (ESL)    

Transitional Bilingual Education    

Developmental Bilingual Education    

Two-Way Immersion    

Limited-Use Program Models    

Sociopolitical Foundations of Quality Programming    

Lau v. Nichols (1974)    

Castañeda v. Pickard (1981)    

Plyler v. Doe (1982)   

chapter 5

A Framework of Accommodation Readiness  

The Accommodation Readiness Spiral   

Levels of Readiness    

Forms of Readiness   

Readiness for Critical Reflection on Practice 

Reflection  

Critical Reflection  

Readiness for CLD Students and Families 

Semistructured Conversations    

Environmental Readiness   

The External Environment    

The Internal Environment    

Curricular Readiness   

Curriculum Trends   

Curriculum Essentials  

Programming and Instructional Readiness   

Decision Making without a Current Program Model   

Decision Making with a Current Program Model  

Programming and Instructional Readiness through Advocacy  

Readiness for Application and Advocacy    

Readiness for Theory-into-Practice Applications   

Readiness for Differentiated Instruction   

Readiness for Advocacy   

part three

Professionalism in Practice  

chapter 6

Planning and Grounding 
 Instructional Methodology   

Consistency in Nomenclature Enables Communication   

Approach   

Method   

Strategy   

Technique   

Consistency: In Practice   

Three Dominant Approaches to Second
Language Instruction   

Grammatical Approach   

Communicative Approach   

Cognitive Approach   

chapter 7

The Integrated Content-Based
Method of Instruction  

Evolution of Content-Based Instruction    

Content-Centered Methods of Instruction  

Integrated Content-Based Instruction    

Benefits of ICB Instruction for CLD Students   

Delivering Integrated Content-Based Instruction   

Planning an ICB Lesson    

Instruction    

Assessment   

Concluding Thoughts   

chapter 8

The Sheltered Method of Instruction   

Realities of Sheltered Instruction   

Variations on Sheltered Instruction   

Myths and Misconceptions Associated with Sheltered Instruction  

Types of Students 

Language Proficiency of CLD Students 

Standards of Best Practice 

Specially Designed Academic Instruction in English (SDAIE) 

The Sheltered Instruction Observation Protocol (SIOP)

Preparation  

Instruction 

Review and Assessment 

Closing Thoughts on the SIOP Model of Sheltered Instruction 

chapter 9

The CALLA Method of Instruction  

Cognitive Methods and Learning Strategies    

Crosslinguistic Strategies 

Cognitive Teaching Methods for Instructing CLD Students   

The CALLA Method  

chapter 10

Achieving Standards-Driven
Professional Practice

Nationally Recognized Standards for Teachers of CLD Students 

NBPTS Standards   

CREDE Standards    

TESOL/NCATE Standards   

Standards-Driven Reflection on Professional Practice 

Benchmarks of Effective Practice  

Key Facets of a Platform for Best Practice with CLD Students  

Conclusion: Setting Goals for Professional Development  

Appendix    

Glossary   

References    

Name Index   

Subject Index