Access to Academics
Planning Instruction for K-12 Classrooms with ELLs
Published on 30. June 2010
Book
Paperback/Softback
232 pages
978-0-13-815676-3 (ISBN)
Description
Access to Academics: Planning Instruction for K-12 Classrooms with ELLs takes a different look at language than most other books - it addresses it as something students must use constantly, in a variety of school venues and in different ways depending on the context. The book shows language as vital to content access and thereby academic achievement, but, more importantly, it also provides step-by-step instructions explaining how to help students acquire the language they need. Although the main emphasis is on English language learners (ELLs), the term "diverse learners" used throughout also encompasses the great variety in any classroom of student backgrounds, abilities, needs, and interests.
Reviews / Votes
"This book carefully outlines exactly what the classroom teacher needs to do in order to correctly accommodate ELL students in the content area classroom."- Kimberley Kreicker, Ph.D., Emporia State University, Lawrence, Kansas
More details
Persons
Joy Egbert, PhD, is Professor of ESL and Education Technology at Washington State University, Pullman. She is an award winning teacher, materials developer, and researcher. She is the author of Supporting Learning with Technology: Essentials of Classroom Practice (Pearson, 2009), CALL Essentials (TESOL, Inc, 2005), and seven other books for ESL and technology-using teachers, in addition to many other publications.
Dr. Gisela Ernst-Slavit is a professor at Washington State University Vancouver. She investigates language and education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. She teaches courses in ESL methods, sociolinguistics, research on second language teaching and learning, and critical issues for Latino students.
Dr. Gisela Ernst-Slavit is a professor at Washington State University Vancouver. She investigates language and education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. She teaches courses in ESL methods, sociolinguistics, research on second language teaching and learning, and critical issues for Latino students.
Content
PART ONE - Understanding the Roles of Language and Content
Chapter 1 - Academic success: Learning the language of school
Key Issues
Cartoon - ELLs need to learn much more than just language
The language of school
Social language
Everyday aspects
Example of concept: What's in a name?
Intercultural aspects
Instructional aspects
Academic language
Vocabulary
Grammar/Syntax
Discourse
The BICS/CALP distinction
Connection between BICS/CALP and the language of school
Extensions
For Reflection
For Action
Chapter 2 - The role of language proficiency in school
Key Issues
Language proficiency
Language domains
Receptive and productive skills
Factors influencing language proficiency
Levels of language proficiency
Starting
Emerging
Developing
Expanding
Bridging
The role of native languages and cultures
Connection between academic language and content
Language functions
Academic achievement
Communicative competence
Keys for developing academic language
Extensions
For Reflection
For Action
PART TWO - Components of Effective Lesson Design
Chapter 3 - Assessing student strengths and needs
Key Issues
Background
Understanding Needs
Collecting General Information
Language Background and Needs
Educational/Academic Background
Content Background and Knowledge
Cultural Background
Guidelines for Understanding Student Needs
Conclusion
Extensions
For Reflection
For Action
Chapter 4 - Writing and teaching to language objectives
Key Issues
Background
Understanding Objectives
Content objectives
Language objectives
Teaching to language objectives
Conclusion
Extensions
For Reflection
For Action
Chapter 5 - Connecting to students' lives
Key Issues
Background
Understanding Connections
Making personal connections
Making academic connections
Building Background Knowledge
Integrating Connections
Guidelines for Making Connections
Conclusion
Extensions
For Reflection
For Action
Chapter 6 -Designing Engaging Tasks
Key Issues
Background
Understanding Engaging Tasks
Elements of Tasks
Elements of Task Process
Instructional groupings
Modes
Task structure
Time and pacing
Scaffolding
Resources/Texts
Teacher/Student roles
Procedural tools.
Elements of Task Product
Pedagogical Connections
Guidelines for Task Design
Conclusion
Extensions
For Reflection
For Action
Chapter 7 - Assessing Lessons and Students
Key Issues
Background
Understanding Assessment
Assessing Student Process and Product
Homework and Parents
Assessing Lessons
Guidelines for Assessment
Conclusion
Extensions
For Reflection
For Action
PART THREE - Designing Lessons for Academic Success
Chapter 8 - Unlocking the language of Ssience
Key Issues
National and state standards
o Emphasis on inquiry and discovery learning
The role of students' languages, cultures and communities
The specialized language of science
o Vocabulary
o Grammar/Syntax
o Discourse
o Language functions
? Teaching strategies for learning and talking science
? Talking science: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 9 - Unlocking the language of mathematics
Key Issues
National and state standards
o Emphasis on problem solving
The role of students' languages, cultures and communities
The specialized language of mathematics
o Vocabulary
o Grammar/Syntax
o Discourse
o Language functions
? Teaching strategies for learning and talking mathematics
? Talking math: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 10 - Unlocking the language of English language arts
Key Issues
National and state standards
o Preparing students for the literacy demands of today and tomorrow
The role of students' languages, cultures and communities
Literacy and language learning: An integrated model
o Texts
o Processes and strategies
o Systems of structure of language
o Audiences
o Contexts
? Teaching strategies for learning language skills and literacies
? Placing the learner at the center: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 11 - Unlocking the language of social studies
? Key Issues
? About the field of social studies
? The specialized language of social studies
o Grammatical features
o Discourse
? Strategies for teaching and learning social studies
? Extensions
o For Reflection
o For Action
Chapter 12--Putting it all together
? Key Issues
? Background
? Understanding the whole
? Lesson examples
o Adapting lessons
? Guidelines for creating and adapting lessons
? Extensions
o For Reflection
o For Action
References
Appendix A
Index (to be decided)
Chapter 1 - Academic success: Learning the language of school
Key Issues
Cartoon - ELLs need to learn much more than just language
The language of school
Social language
Everyday aspects
Example of concept: What's in a name?
Intercultural aspects
Instructional aspects
Academic language
Vocabulary
Grammar/Syntax
Discourse
The BICS/CALP distinction
Connection between BICS/CALP and the language of school
Extensions
For Reflection
For Action
Chapter 2 - The role of language proficiency in school
Key Issues
Language proficiency
Language domains
Receptive and productive skills
Factors influencing language proficiency
Levels of language proficiency
Starting
Emerging
Developing
Expanding
Bridging
The role of native languages and cultures
Connection between academic language and content
Language functions
Academic achievement
Communicative competence
Keys for developing academic language
Extensions
For Reflection
For Action
PART TWO - Components of Effective Lesson Design
Chapter 3 - Assessing student strengths and needs
Key Issues
Background
Understanding Needs
Collecting General Information
Language Background and Needs
Educational/Academic Background
Content Background and Knowledge
Cultural Background
Guidelines for Understanding Student Needs
Conclusion
Extensions
For Reflection
For Action
Chapter 4 - Writing and teaching to language objectives
Key Issues
Background
Understanding Objectives
Content objectives
Language objectives
Teaching to language objectives
Conclusion
Extensions
For Reflection
For Action
Chapter 5 - Connecting to students' lives
Key Issues
Background
Understanding Connections
Making personal connections
Making academic connections
Building Background Knowledge
Integrating Connections
Guidelines for Making Connections
Conclusion
Extensions
For Reflection
For Action
Chapter 6 -Designing Engaging Tasks
Key Issues
Background
Understanding Engaging Tasks
Elements of Tasks
Elements of Task Process
Instructional groupings
Modes
Task structure
Time and pacing
Scaffolding
Resources/Texts
Teacher/Student roles
Procedural tools.
Elements of Task Product
Pedagogical Connections
Guidelines for Task Design
Conclusion
Extensions
For Reflection
For Action
Chapter 7 - Assessing Lessons and Students
Key Issues
Background
Understanding Assessment
Assessing Student Process and Product
Homework and Parents
Assessing Lessons
Guidelines for Assessment
Conclusion
Extensions
For Reflection
For Action
PART THREE - Designing Lessons for Academic Success
Chapter 8 - Unlocking the language of Ssience
Key Issues
National and state standards
o Emphasis on inquiry and discovery learning
The role of students' languages, cultures and communities
The specialized language of science
o Vocabulary
o Grammar/Syntax
o Discourse
o Language functions
? Teaching strategies for learning and talking science
? Talking science: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 9 - Unlocking the language of mathematics
Key Issues
National and state standards
o Emphasis on problem solving
The role of students' languages, cultures and communities
The specialized language of mathematics
o Vocabulary
o Grammar/Syntax
o Discourse
o Language functions
? Teaching strategies for learning and talking mathematics
? Talking math: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 10 - Unlocking the language of English language arts
Key Issues
National and state standards
o Preparing students for the literacy demands of today and tomorrow
The role of students' languages, cultures and communities
Literacy and language learning: An integrated model
o Texts
o Processes and strategies
o Systems of structure of language
o Audiences
o Contexts
? Teaching strategies for learning language skills and literacies
? Placing the learner at the center: An example from the classroom
Extensions
o For Reflection
o For Action
Chapter 11 - Unlocking the language of social studies
? Key Issues
? About the field of social studies
? The specialized language of social studies
o Grammatical features
o Discourse
? Strategies for teaching and learning social studies
? Extensions
o For Reflection
o For Action
Chapter 12--Putting it all together
? Key Issues
? Background
? Understanding the whole
? Lesson examples
o Adapting lessons
? Guidelines for creating and adapting lessons
? Extensions
o For Reflection
o For Action
References
Appendix A
Index (to be decided)