Publisher Description

K-12 classroom teachers get practical, ready-to-use strategies for integrating English language development into the content curriculum and achieving content text comprehension for all students.   This is the ideal resource for teachers to address today's increased emphasis on integrating content and English language learning in classroom lessons. The authors present practical, ready-to-use strategies to help teachers promote English language development and content achievement for each student in their class. Written specifically for content teachers, Teaching English Language and Content In Mainstream Classes emphasises practical application of research-based second language learning principles in a clear, friendly writing style that clarifies concepts, defines key terms, and offers classroom teachers strategies and tools that help accelerate their students' academic achievement. Techniques for developing reading, writing, and speaking skills in content areas are emphasised.

Back Cover

K-12 classroom teachers get practical, ready-to-use strategies for integrating English language development into the content curriculum-and achieving content text comprehension for all students. The ideal resource for helping K-8 classroom teachers integrate content learning and English language learning into their classroom lessons, Teaching English Language and Content in Mainstream Classes presents practical, ready-to-use, research-based principles and strategies in a clear, friendly writing style. In it the authors clarify the concepts, define key terms, and offer classroom teachers what they need to accelerate their students' academic achievement. Key features include: An emphasis on techniques for developing reading, writing, and speaking skills in the content areas Illustrative teaching vignettes that that further clarify the ideas and concepts Some answers to the challenges present in teaching beginning reading to older pre-literate learners and under-educated learners Questions for Reflection, Suggested Readings, and Learning Activities in every chapter And this new Second Edition includes: RTI Samplers for Tier 1 and Tier 2 programs of Response to Intervention References to the Common Core State Standards for English Language Arts and Mathematical Practice Descriptions of how to use the RTI model with ELLs Ideas for constructing classroom environments conducive to achievement gains for Tier 1 ELLs A new Chapter 7 dedicated to academic vocabulary teaching and learning

Table of Contents

Chapter 1 Principles of Integrated Language Teaching and Learning Chapter 2 Language Acquisition and Language Learning in the Classroom Chapter 3 Culturally Responsive Instruction: Connecting with Home Culture Chapter 4 Organizing the Classroom for Language Learning Chapter 5 Strategies for Oral Language Development Chapter 6 Oral Language Development in the Content Classroom Chapter 7 Teaching Vocabulary to English Learners Chapter 8 Developing Literacy with English Learners: Focus on Reading Chapter 9 Developing Literacy with English Learners: Focus on Writing Chapter 10 Structuring and Planning Content-Language Integrated Lessons Chapter 11 Assessment Tools for the Integrated Classroom Chapter 12 Putting It All Together Thematically: Developing Content-Based Thematic Units

Long Description

The ideal resource for helping K-12 classroom teachers integrate content learning and English language learning into their classroom lessons, Teaching English Language and Content in Mainstream Classes presents practical, ready-to-use, research-based principles and strategies in a friendly writing style that clarifies concepts, defines key terms, and offers classroom teachers what they need to accelerate their students' academic achievement. With it's emphasis on techniques for developing reading, writing, and speaking skills in the content areas and it's presentation of illustrative teaching vignettes to make the ideas clear, the new edition of this widely popular guide stands out from others on the market as a "must have" resource for teachers in today's diverse classrooms.

Feature

Teachers see how principles and strategies are integrated into daily multilingual classroom instruction through classroom teaching vignettes in chapters 2-12. The challenges of teaching beginning reading to older learners are addressed in expanded sections on reading and writing development of students with interrupted formal education (SIFE). How to teach listening, speaking, reading, and writing skill development is made clear in the description of a content-learning context that shows teachers how to integrate language instruction throughout the classroom curriculum. Teachers get multiple ideas for further learning on every topic in the book, while students get additional help for reinforcing the concepts through Questions for Reflection, Suggested Readings, and Learning Activities that appear in every chapter. The integration of content instruction, language instruction, and learning strategies is demonstrated in two integrated content-based thematic units available on line-one written at the elementary level and the other geared to secondary grades.

New Feature

This Second Edition includes new teaching resources and an emphasis on a culturally and linguistically appropriate Response to Intervention model. Each chapter describes the way RTI is related to the topic of the chapter. Teachers get many strategies to use with the diverse learners in their classrooms through the RTI Samplers for Tier 1 and Tier 2 programs of Response to Intervention. It is clear how the Common Core State Standards can be used with ELLs in content classrooms through the references to the use of those Standards for English Language Arts and/or Mathematical Practice located in Chapters 6, 7, 8, 9, 10, and 12. A greater understanding of how to use the RTI model with ELLs is accomplished through the descriptions in Chapter 1 and 2 of a culturally and linguistically appropriate Response to Intervention model. Teachers see how to construct classroom environments conducive to achievement gains for Tier 1 ELLs in the descriptions in Chapters 2 and 3. Understanding of vocabulary development is expanded in a new Chapter 7 that is dedicated to academic vocabulary teaching and learning. It includes many practical strategies teachers can use to develop vocabulary development in content classrooms. The challenges present in teaching beginning reading to older pre-literate learners and under-educated learners are made easier through an expanded section addressing reading and writing development of older students with interrupted formal education (SIFE). Teachers are introduced to a number of program models used across the U.S. for instructing ELLs through the new descriptions presented in Chapter 4. Teachers get easy reference to the new Common Core State Anchor Standards for both English Language Arts and Mathematics Practice in the Appendix. Pre-service and in-service instruction is facilitated with the Questions for Reflection, Activities for Further Learning, and Suggested Readings in every chapter. Chapter changes to this edition include: Chapter 1: The characteristics of a culturally and linguistically appropriate Response to Intervention model Chapters 2-12: RTI Samplers list specific and appropriate interventions for Tier 1 and Tier 2 instruction in grades PreK-12 Chapter 2: A description of an effective classroom environment (Tier 1) for ELLs Chapter 3: An expanded description of culturally responsive instruction and practices Chapter 4: Descriptions of English instructional program models and descriptions of differentiated Instruction and RTI program models Chapters 6, 7, 8, 9, 10, and 12: References to the use of the Common Core Anchor Standards for English Language Arts and/or the Common Core Standards for Mathematical Practice with ELLs A new Chapter 7: Dedicated to vocabulary teaching and learning containing many practical strategies Chapter 8: An expanded section related to reading and writing development of older pre-literate learners as well as under-educated learners And updated from the First Edition: A teaching vignette begins every chapter --teachers see how the principles and practices for ABC teaching are integrated into daily classroom instruction. An emphasis on oral language development appears in two chapters --one of them pertaining to oral language development in science, math, social studies, and English language arts Questions for Reflection, Activities for Further Learning and Suggested Readings accompany each chapter

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