Educating English Learners
What Every Classroom Teacher Needs to Know
Will be published approx. on 30. July 2014
Book
Hardback
272 pages
978-1-61250-720-0 (ISBN)
Description
In Educating English Learners, Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in the award-winning book, Preparing Every Teacher to Reach English Learners, the authors now turn their attention to the needs of K-12 teachers who typically have two or three English learners in their classrooms.
English learners are not a homogenous group, andthe challenges they face vary tremendously. Nutta and her colleagues present protocols and case studies to help preservice and in-service teachers understand the needs of English learners in their classrooms and differentiate instruction and assessment accordingly.
Woven throughout the book are the stories of Gero, Edith, Tasir, and Edgar, four case study students of different ages, backgrounds, and levels of English proficiency. The authors show how the protocols they provide can be applied to adaptsample lessons for students like these, across a range of grade levels, subject areas, and pedagogical approaches. Finally, the authors show how the system can be applied schoolwide for a collaborative approach to meeting English learners' needs.
English learners are not a homogenous group, andthe challenges they face vary tremendously. Nutta and her colleagues present protocols and case studies to help preservice and in-service teachers understand the needs of English learners in their classrooms and differentiate instruction and assessment accordingly.
Woven throughout the book are the stories of Gero, Edith, Tasir, and Edgar, four case study students of different ages, backgrounds, and levels of English proficiency. The authors show how the protocols they provide can be applied to adaptsample lessons for students like these, across a range of grade levels, subject areas, and pedagogical approaches. Finally, the authors show how the system can be applied schoolwide for a collaborative approach to meeting English learners' needs.
More details
Language
English
Place of publication
Cambridge
United States
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 20 mm
Weight
676 gr
ISBN-13
978-1-61250-720-0 (9781612507200)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Joyce W. Nutta is a professor of English for Speakers of Other Languages (ESOL) and the ESOL coordinator of the College of Education at the University of Central Florida, USA.
Carine Strebel is an assistant professor and ESOL coordinator in the Department of Education at Stetson University, USA.
Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor of Education in the School of Education at the University of Texas at Tyler, USA.
Florin M. Mihai is an associate professor of Teaching English to Speakers of Other Languages (TESOL) at the University of Central Florida, USA.
Edwidge Crevecoeur-Bryant is the ESOL coordinator in the School of Education at Jacksonville University, USA.
Carine Strebel is an assistant professor and ESOL coordinator in the Department of Education at Stetson University, USA.
Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor of Education in the School of Education at the University of Texas at Tyler, USA.
Florin M. Mihai is an associate professor of Teaching English to Speakers of Other Languages (TESOL) at the University of Central Florida, USA.
Edwidge Crevecoeur-Bryant is the ESOL coordinator in the School of Education at Jacksonville University, USA.
Content
CONTENTS
INTRODUCTION
Educating English Learners in Mainstream Classrooms 1
PART I Teaching Academic Subjects to English Learners
CHAPTER 1 Narrowing the Classroom Communication Gap for Academic Subjects 21
CHAPTER 2 Teaching Gero About American Symbols 57
Academic Vocabulary in Social Studies
CHAPTER 3 Teaching Edith About Earth's Rotation 69
Inquiry-Based Learning and the Use of Technology
CHAPTER 5 Teaching Edgar Algebra 91
The Challenge of World Problems in Math
PART II Teaching Language Arts and Literacy to English Learners
CHAPTER 6 Targeted Language ARts and Literary Instruction 105
CHAPTER 7 Teaching Gero to Write About "My Favorite Pet" 137
Language and Literacy in the Primary Grades
CHAPTER 8 Teaching Edith About Roots, Prefixes, and Suffixes 151
Language and Literacy in the Intermediate Grades
CHAPTER 9 Teaching Tasir to Write a Persuasive Argument 167
Language and Literacy in Middle School
CHAPTER 10 Teaching Edgar to Analyze a Text-Based Argument 185
Language and Literacy in High School
CONCLUSION A Call for Collaboration 201
APPENDIX A The Academic Subjects Protocol 217
Making Curriculum, Instruction, and Assessment Accessible for English Learners
APPENDIX B The Language Arts Protocol 219
Scaffolding Instruction to Support English Learners' Language and Literacy Skills
APPENDIX C Resources 221
The English Learner Achievement and ESOL Tapestry Web Sites
Notes 223
Acknowledgments 241
About the Authors 243
INTRODUCTION
Educating English Learners in Mainstream Classrooms 1
PART I Teaching Academic Subjects to English Learners
CHAPTER 1 Narrowing the Classroom Communication Gap for Academic Subjects 21
CHAPTER 2 Teaching Gero About American Symbols 57
Academic Vocabulary in Social Studies
CHAPTER 3 Teaching Edith About Earth's Rotation 69
Inquiry-Based Learning and the Use of Technology
CHAPTER 5 Teaching Edgar Algebra 91
The Challenge of World Problems in Math
PART II Teaching Language Arts and Literacy to English Learners
CHAPTER 6 Targeted Language ARts and Literary Instruction 105
CHAPTER 7 Teaching Gero to Write About "My Favorite Pet" 137
Language and Literacy in the Primary Grades
CHAPTER 8 Teaching Edith About Roots, Prefixes, and Suffixes 151
Language and Literacy in the Intermediate Grades
CHAPTER 9 Teaching Tasir to Write a Persuasive Argument 167
Language and Literacy in Middle School
CHAPTER 10 Teaching Edgar to Analyze a Text-Based Argument 185
Language and Literacy in High School
CONCLUSION A Call for Collaboration 201
APPENDIX A The Academic Subjects Protocol 217
Making Curriculum, Instruction, and Assessment Accessible for English Learners
APPENDIX B The Language Arts Protocol 219
Scaffolding Instruction to Support English Learners' Language and Literacy Skills
APPENDIX C Resources 221
The English Learner Achievement and ESOL Tapestry Web Sites
Notes 223
Acknowledgments 241
About the Authors 243