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Teaching Learners of English in Mainstream Classrooms (K-8) (with MyEducationLab)
Linda New Levine
Mary Lou McCloskey

ISBN-10: 0138155968
ISBN-13:  9780138155964

Publisher:  Allyn & Bacon
Copyright:  2009
Format:  Kit/Package/ShrinkWrap; 384 pp
Published:  07/29/2008
Status: Instock


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Description

Teaching Learners of English in Mainstream Classrooms is a unique text designed to help K-8 classroom teachers integrate language learning into the content curriculum.

 

Today’s ELL and Literacy courses place an increasing emphasis on the integration of content and language learning in classroom lessons. This book helps teachers teach their grade level curriculum even though they may have English language learners in their classrooms. By using the strategies provided, teachers can promote content achievement for all of their students. Specifically written for content teachers, Linda New Levine and Mary Lou McCloskey’s clear and friendly writing style emphasizes practical application of known second language learning principles. This text clarifies concepts, defines key terms and offers classroom teachers practical strategies and tools not found in similar texts to integrate content and language learning, accelerating the academic achievement of their students. Sample thematic units provide strategies for integrating content and language learning. Techniques for developing reading writing and speaking skills in the content areas are also emphasized.  


Features

  • Each chapter begins with a teaching vignette from the classroom. Teachers will “see” how these principles and strategies are integrated into daily multilingual classroom instruction. 
  • Information is provided to aid the development of reading and writing skills in older pre-literate learners as well as under-educated learners.  These populations are the most difficult to absorb into classrooms. Teachers in the middle school grades may be unfamiliar with techniques for teaching beginning reading to students. 
  • Two integrated content-based thematic units are included.   One unit is at the primary level and the other geared to the intermediate grades. The units are multi-disciplinary and content based. They integrate content instruction, language instruction and learning strategies. 
  • Reference to, and use of, the recently published TESOL/WIDA standards. Used by many states and correlated with ACCESS assessment for ESL, also used nationally.
  • Principles and theory are made clear through sample vignettes and multiple practical examples throughout the text. Teachers will have a clear idea of how to integrate the underlying principles into the classroom instruction.
  • Listening, speaking, reading and writing skill development is described in a content learning context. Language skills can be integrated throughout the classroom curriculum.
  • Questions for Reflection and Learning Activities are provided for each chapter. If used in a college classroom, the instructor will have multiple ideas for further learning on every topic in the book. Web sites and suggested readings are also included.
  • MyEducationLab for Teaching English Learners brings your students the power of classroom practice. To get access with this book, use the ISBN 0138155968


    • Table of Contents

    List of Tables, Figures, and Photos

     

    Introduction

     

    Chapter 1:  Language Acquisition and Language Learning in the Classroom

     

    What do we know about first language acquisition?

                Language acquisition is universal

                Language acquisition is natural

                Language acquisition does not require instruction

    What is the nature of the first language environment?

                Children are immersed in language

                Language is highly contextualized

                Language is a tool for purposeful use

                Children are physically active while learning languages

                Acquisition occurs within a social environment

                Children choose those aspects of language they wish to acquire

                Language acquisition is emotionally embedded

                Language acquisition is an integrated learning experience

    How is learning a second language in the classroom different from acquiring a first language?

                The acquisition and learning hypothesis

                The natural order hypothesis

                The input hypothesis

                The affective filter hypothesis

                The monitor hypothesis

    What are factors affecting acquisition?

                Limited language input

                Classroom organization

                High content and language level

                Academic and social language

                Negative Bias

                Cognition, age, and social/cultural differences

                Error correction

                Culture shock

    What strategies do ELLs use to acquire languages?

                Overgeneralization

                Transfer

                Simplification

    What Can ELLs Tell Us About Positive Classroom Environments and Learning Experiences?

                ELLs are active acquirers

                ELLs seek to find meaning

                ELLs seek to use language for purposeful activity

                ELLs profit from physical activity

                ELLs are social beings

                ELLs choose the language they want to learn

                ELLs respond to an emotionally positive classroom

                ELLs respond to interesting content information

     

    Questions for Reflection

    Activities for further learning

    Suggested readings about first language acquisition

    Suggested readings about comprehensible input

    Web Sites for further learning

    References

     

     

    Chapter Two 

     

    Principles of Integrated Language Teaching and Learning

     Activity-Based Language Teaching and Learning

    Principle 1:  Active Engagement.

    Principle 2:  Cultural Relevance

    Principle 3. Collaboration

    Principle 4:  Learning Strategies

    Communicative Teaching and Learning

    Principle 5:  Comprehensible Input with Scaffolding

    Principle 6: Prior Knowledge

    Principle 7. Content Integration

    Principle 8:  Differentiation

    Principle 9.  Clear, Appropriate Goals and Feedback

    Questions for reflection

    Activities for further learning

    Suggested Reading

    Web Resources

    References

     

    Chapter 3: Reaching Out to Home and Community

     

    Vignette

    Questions

    Teachers as Cultural Mediators

    How do teachers connect to the homes and families of their students?

    How can the school community support the education of language learners?

    How can the community outside the school support the education of ELLs?

    Questions for Reflection

    Activities for Further Learning

    Suggested Reading

    Websites for Further Learning

    References

     

     

     

     

    Chapter 4: Principles for Managing the Integrated Classroom

     

    Vignette

    Questions

    First Things First: Feeling Ready to Learn

                Greetings

                Provisioning

                Gathering information

    Organizing the Physical Environment to Promote Language Learning

                Furniture is important

                Public areas

                Private space

    Organizing the Classroom Social Environment to Promote Language Learning

                Social integration

                Presentation formats

                Grouping

                Learning styles

    Organizing Instruction to Promote Language Learning

    CALLA

    Sheltered instruction

    Cooperative Learning

    Problem-based Learning

    Project Learning

    Questions for Reflection

    Activities for further learning

    Suggested readings on sheltered instruction

    Suggested readings on cooperative learning

    Web Sites

    References

     

     

    Chapter 5: Strategies for Oral Language Development During Instruction

     

    Vignette

    Questions

    Conditions for Language Learning

    Academic Language Learning

    What is academic language?

    Culturally diverse learning patterns

    Oral Language Development

    Stages of Oral Language Development

                Pre-production

                Early Production

                Speech Emergence

                Intermediate Fluency

    Teacher Tools for Oral Language Development

    Clarity Tools

    Scaffolding

    Question and Response Tools

    Collaborative Dialogues

    Questions for Reflection

    Activities for Further Learning

    Suggested Reading

    Web Sites for Further Learning

     

     

    Chapter 6: Oral Language Development in the Content Classroom

     

    Content Learning and Oral Language Development

                Language Arts

                            Story Telling

                            Reader’s Theater

                Social Studies

                Math

                            Factors Affecting Achievement

                            Instructional Techniques for math class

                Science

                            Factors Affecting Achievement

                            Instructional Techniques for science class

    Oral Language Development Every Which Way

                Songs and Chants/Poetry and Rap

                Role Plays, RAFTS and Simulations

    Listening In While Not Tuning Out

                Sound Discrimination

                Listening for Understanding

    Questions for Reflection

    Activities for Further Learning

    Suggested Reading

    Web Sites for Further Learning

    References

     

    Chapter 7: Developing Literacy with English Learners: Focus on Reading

    What is literacy?

    Top-down approaches

    Bottom-up approaches

    Integrated approaches

    Unique characteristics of English learners developing literacy

    What is unique about English Language Learners who are developing literacy?

    What ELLs bring

    2. What ELLs need

    The Language/Literacy Matrix

    Issues in literacy development with older English learners 

    What are our recommendations for these older learners?

    Assessing ELL Literacy Development

    Conclusion

    Questions for reflection

    Activities for further learning

    Suggested Readings

    Web resources for further learning

    References

     

    Chapter 8: Developing Literacy with English Learners: Focus on Writing

    Why Teach Writing with English Learners?

    How does writing develop with ELLs?

    Connecting Writing to Active, Communicative Language Teaching and Learning

    Challenges of teaching writing to English Learners

    Developing a writing environment

    Getting Started: Interactive Writing

    Scaffolding Learners through the Writing Process

    What is the Writing Process?

    Modeling the Writing Process

    Steps in Shared Writing

    Assessing Writing

    Determining Goals--Standards for ELL Writing.

    Conclusion.

    Questions for Reflection

    Activities for Further Learning

    Suggested Readings

    Web Resources for Further Learning

    References

     

    Chapter 9: Structuring and Planning Integrated Lessons

     

    Vignette

    Questions

    Lesson Characteristics which Support Learning

                Teacher directed instruction

                Heterogeneous grouping

                Appropriate content

                Attention to language

                Supportive practice

                Corrective feedback

    A Lesson Format for Integrated Learning

    Into the Lesson: Activating and Preparing for Learning

    Content and Language Standards

                Defining content objectives

                Language objectives

                Performance Indicators (3 kinds of supports)

                Learning strategy Objectives (with Chamot chart)

                Activation of prior and current knowledge

    Through: Input for Active Understanding and Practical Purpose

                Vocabulary

                Language and content input

                Guided practice

                Check for understanding (Dipsticking)  

    Beyond: Providing Reasons for Further Communication

                Independent practice

                Summarizing

                Assessment

    Questions for Reflection

    Activities for further learning

    Suggested reading

    Web sites for further learning

    References

     

    Chapter 10: Assessment Tools for the Integrated Classroom

     

    Vignette

    Questions

    What is Assessment?

    Test

    Assessment

    Evaluation

    Different types of assessment

    What are the fundamental principles of assessment for ELLs?

    What are the critical factors affecting the assessment of ELLs

    What are examples of authentic, performance-based classroom assessment?

    PBA

    Self-assessment

    Visible criteria

    How do standards affect classroom assessment?

    Questions for Reflection

    Activities for further learning

    Suggested reading

    Web site for further learning

    References    

     

     

    Chapter 11: Putting It All Together Thematically: Developing Content-based

    Thematic Units

     

    Vignette

    Questions

    What is thematic instruction?

    Why teach thematically?

    How are thematic units structured?

    ·      Concrete to abstract

    ·      Low to high cognitive levels

    ·      Simple to complex content structures

    What about standards in a Thematic Unit?

    Organizing Content Curriculum in a Thematic Unit

    Organizing Language Curriculum in a Thematic Unit

    How can Learning Strategies be incorporated in to a Thematic Unit?

    A Last Word

    Questions for Reflection

    Activities for further learning

    Suggested readings

    Web sites for further learning

    References

     

     

    Glossary

     

    Integrated Thematic Unit: Fairy Tales

     

    Integrated Thematic Unit: Oceans


    Previous Edition(s)

    • Teaching Learners of English in Mainstream Classrooms (K-8): One Class, Many Paths
      New Levine & McCloskey
      ©2009  |  Allyn & Bacon  |  Paper; 384 pp  |  Instock
      ISBN-10: 0205410596  |  ISBN-13: 9780205410590
      Brief Description  |  More Info



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    Reviews

    "I loved page 33 Carousel brainstorming. A great way to incorporate listening, speaking, reading, and writing without lower level students feeling threatened."

    -Mary A. Phillips, Title III Program Specialist in ESOL in Georgia

     

    "The authors’ explanations show their broad knowledge in all aspects of teaching English learners and their comments and insights are like hidden gems..."

    -Clara Lee Brown, University of Tennessee-Knoxville


    Author Bios

    Dr. Linda New Levine is a consultant for public school teachers of language learning children and for programs for teaching English as a Foreign Language in both primary and secondary classrooms and holds a Masters in TESOL and a Ph.D. in Applied Linguistics from New York University. .  She has been a teacher of English as a Second Language and a Staff Development Facilitator for the Bedford Central school district, New York.  Levine was an adjunct assistant professor of ESL Methods and Materials for school-age children at Teachers College, Columbia University and has written Elementary ESL curriculum and conducted numerous workshops with ESL, EFL and mainstream teachers in the United States, Europe, Africa and Asia.  

     

    Dr. Mary Lou McCloskey, former President of TESOL, is Director of Teacher Education and Curriculum Development for Educo in Atlanta.  As a consultant and author in the field of English language education, she has worked with teachers, teacher educators, and departments and ministries of education on five continents and in 35 of the 50 United States.  Current projects include Teaching Tolerance through English, a project with teens and teachers in Central Europe; working as consultant to the FugeesFamily, a nonprofit group that serves school-age refugees in Atlanta, on ways to best develop literacy; and an anthology of contemporary literature for teens learning English.  Author of many professional books and programs for learners, including On Our Way to English, Voices, Visions and McDougal Littell Literature.  McCloskey considers her most important credential, however, her years of experience with multilingual, multicultural learners and teachers, from pre-school through postgraduate.


    Backcover Copy

    A unique resource for today’s ELL and Literacy courses, Teaching Learners of English in Mainstream Classrooms is designed to help K-8 classroom teachers integrate language learning into the content curriculum.

     

    Long-awaited, this book helps teachers include and integrate English language learners into their K-8 content classrooms. Teachers learn to promote content achievement for all of their students by using the helpful strategies provided.  Specifically written for content teachers in a friendly and clear writing style, Linda Levine and Mary Lou McCloskey emphasize practical application of known second language learning principles.  This resource stands out from other texts on the market by offering specific strategies to teachers to accelerate the academic achievement of all their students, using techniques for developing reading, writing, listening, and speaking skills in the content areas.  

     

    Key Features:

    • Each chapter begins with a teaching vignette from the classroom. Teachers will “see” examples showing how these principles and strategies for teaching English learners are integrated into daily content classroom instruction. 
    • Recommendations are provided to aid the development of reading and writing skills in older pre-literate learners as well as under-educated learners. 
    • Two integrated, multi-disciplinary content-based thematic units richly illustrate the teaching practices introduced in the book.
    • The recently published TESOL/WIDA standards are referenced and applied.
    • Available with MyEducationLab, a rich online resource that offers prospective teachers the opportunity to assess their knowledge, view live classroom footage, evaluate classroom artifacts, and much more!

    Reviewers Are Raving!

     

    "I loved page 33 Carousel brainstorming. A great way to incorporate listening, speaking, reading, and writing without lower level students feeling threatened."

    -Mary A. Phillips, Title III Program Specialist in ESOL in Georgia

     

    "The authors’ explanations show their broad knowledge in all aspects of teaching English learners and their comments and insights are like hidden gems..."

    -Clara Lee Brown, University of Tennessee-Knoxville

     

    To order this book WITH MyEducationLab, use either ISBN:

    ISBN-13: 9780138155964

    ISBN-10: 0138155968

    To order this book WITHOUT MyEducationLab use either ISBN:

    ISBN-13: 9780205410590

    ISBN-10: 0205410596

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    Pearson
    ©2009  |  Allyn & Bacon  |  Website  |  Live
    ISBN-10: 0137147570  |  ISBN-13: 9780137147571
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    ©2008  |  Allyn & Bacon  |  Digital Access Code  |  Available
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    ©2008  |  Allyn & Bacon  |  Digital Access Code  |  Available
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    ©2009  |  Allyn & Bacon  |  Access Code Card  |  Instock
    ISBN-10: 0135140870  |  ISBN-13: 9780135140871
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    Websites and online courses

    MyEducationLab -- Instant Access -- for English Language Learners
    Pearson
    ©2009  |  Allyn & Bacon  |  Website  |  Live
    ISBN-10: 0137147570  |  ISBN-13: 9780137147571
    More Info


    Websites and Online Courses

    MyEducationLab -- Instant Access -- for English Language Learners
    Pearson
    ©2009  |  Allyn & Bacon  |  Website  |  Live
    ISBN-10: 0137147570  |  ISBN-13: 9780137147571
    More Info

    Back to top

    Student Access Codes

    MyEducationLab -- Valuepack Access Card
    Pearson
    ©2009  |  Allyn & Bacon  |  Access Code Card  |  Instock
    ISBN-10: 0135140870  |  ISBN-13: 9780135140871
    More Info

    Back to top

    Instructor Access Codes

    MyEducationLab with Pearson eText -- Instructor Access Code
    Pearson
    ©2008  |  Allyn & Bacon  |  Digital Access Code  |  Available
    ISBN-10: 0205643388  |  ISBN-13: 9780205643387
    URL: http://www.pearsonhighered.com/catalog/aiv/customerType?catalog_code=myeducationlab-pc
    More Info

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