دانلود کتاب The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide

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Cover
Title Page
Copyright Page
Dedication
About the Author
Contents
Introduction
Acknowledgments
PART ONE Learning
Learning about the Learner, Language Structure, and Second-Language Acquisition
1 Learning about the Language Learner
Common Beliefs about Teaching English Learners
Misconception 1: Exposure and Immersion Are the Answer
Misconception 2: One Size Fits All
Misconception 3: Specially Adapted Instruction in English Is “Just Good Teaching”
Misconception 4: Effective Instruction Means Nonverbal Teaching
English Learners: Demographic Trends
Psychological Factors That Influence Instruction
The Learner’s Background
Psychological Factors: Social–Emotional
Psychological Factors: Cognitive
Sociocultural Factors That Influence Instruction
Family Acculturation and the Use of First and Second Languages
Family Values and School Values
Cultural Factors That May Present Challenges for English Learners
Institutional Support for Language-Minority Students
Sociocultural Support for L1 in the Classroom Environment
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment
2 Learning about Language Structure
Language Universals
Language Is Dynamic
Language Is Complex
All Languages Have Structure
Phonology: The Sound Patterns of Language
Phonemes
Pitch
Stress
The Sound System as Written Language
Morphology: The Words of Language
Morphemes
Word-Formation Processes
Syntax: The Sentence Patterns of Language
Semantics: The Meanings of Language
Pragmatics: The Influence of Context
Language Functions
Appropriate Language
Conversational Rules
Nonverbal Communication
Body Language
Gestures
Facial Expressions
Eye Contact
Communicative Distance
Conceptions of Time
SUMMARY
LEARNING MORE
Thinking It Over
Web Search
Exploration
Try It in the Classroom
3 Learning about Second-Language Acquisition
Historical Theories of Language Teaching and Learning
Grammar-Translation Methodology
Structural Linguistics
Behaviorism
Current Theories of Language Development and Second-Language Acquisition
Transformational Grammar
Cognitive Approaches to Language Learning
Krashen’s Monitor Model
Cummins’s Theories of Bilingualism and Cognition
Learning Strategies and CALLA
Information-Processing Theories of Learning
Brain-Compatible Learning
Neurolinguistic Research about Brain Function
Constructivist Learning
Communicative Competence
The Social Context for Language Learning
Discourse Theory
Semiotics
Translanguaging
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment
PART TWO Instruction
Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education
4 Oracy and Literacy for English-Language Development
Critical Oracy and Literacy
English-Language Development Standards
State English-Language Development Standards
Integrating Language Skills
Listening
Listening to Repeat
Listening to Understand
Listening for Communication
Speaking
Situations for Spoken Discourse
Oral Language as an Integrated Skill
Improving Oral Proficiency
Vocabulary Development
Reading
Transferring Literacy from First to Second Languages
Students without Literacy in First or Second Languages
Balanced Literacy Instruction for English Learners
Approaches to Teaching Reading
Strategies for English Learners’ Literacy Instruction
The Three-Tier Model of Instruction
Writing
Texts and Contexts
The Writing Process
The Six Traits Approach
Writing in the Age of the Internet
Writing Poetry
Error Correction and Grammar in Oracy and Literacy Instruction
Treatment of Errors
Teaching Spelling
Treatment of Grammar
Oracy, Literacy, and Technology
Technology-Enhanced Language Learning
Learning Online
Upcoming Technologies
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Collaboration
5 Content-Area Instruction
Principles of Support for English Learners in Academic Content Areas
A Model for SDAIE
Teacher Attitude
Content
Connections
Comprehensibility
Interaction
Content-Area Application
Social Studies
Literature
Mathematics
Science
The Visual and Performing Arts
Physical Education
Instructional Needs beyond the Classroom
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Discussion
6 Theories and Methods of Bilingual Education
Foundations of Bilingual Education
Historical Development of Bilingual Education
Legal Evolution
Educational Issues Involving Bilingual Education
Organizational Models: What Works for Whom?
Submersion
The Teaching of English-Language Development (ELD)
Transitional or Early-Exit Bilingual Education
Developmental or Maintenance Bilingual Education
Immersion Bilingual Education
Newcomer Centers
Research Studies on Program Effectiveness
Instructional Strategies
Language Management
Primary-Language Use
Code Switching
Classroom Organization
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Looking at Classrooms
PART THREE Assessment
7 Language and Content-Area Assessment
Educational Standards and Standardized Assessment
Advantages of Standards-Based Instruction for English Learners
Achievement Testing and No Child Left Behind
Disadvantages of Standards-Based Instruction for English Learners
Assessments under Common Core State Standards
Linking Assessment to Progress for English Learners
The English-Language Development (ELD) Framework
Linking Placement Tests to Language Development
Linking Standards-Based Classroom Instruction to Assessment
Purposes of Assessment
Formative versus Summative Assessment
Proficiency, Diagnostic, and Placement Tests
Achievement Tests
Competency Tests
Methods of Assessment
Linking Assessment to the Integrated Curriculum
Authentic Assessment
Performance-Based Assessment
Standardized Tests
Teacher Observation and Evaluation
Cautions about Testing
Reporting Assessment Results to Parents
Best Practices in Testing
Identification, Assessment, and Placement of English Learners in the Schools
Identification Procedures for English Learners
Assessment for Placement
Redesignation/Exit Procedures
Limitations of Assessment
Problematic Test Content
Interpretation of Test Results
Technical Concepts
Validity
Reliability
Practicality
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment
PART FOUR Cultural Diversity in the United States
Cultural Diversity in the United States, Culturally Responsive Schooling, and the Role of the Family in Schools
8 Cultural Diversity
Historical Perspectives
Contributions
Exploitation
The Impact of a Changing Population
Poverty among Minority Groups
The Education of Minorities
Immigration and Migration
Causes of Immigration
Migration
Immigration Laws and Policies
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Collaboration
9 Culturally Responsive Schooling
Understanding Culture and Cultural Diversity
The Nature of Culture
Key Concepts about Culture
Investigating Ourselves as Cultural Beings
The Personal Dimension
Cultural Self-Study
Learning about Students’ Cultures
Ethnographic Techniques
How Cultural Adaptation Affects Learning
Striving for Equity in Schooling
Detecting Unfair Privilege
Fighting for Fairness and Equal Opportunity
Combating Prejudice in Ourselves and Others
Reducing Interethnic Conflict
Promote Achievement with Culturally Responsive Schooling
Respecting Students’ Diversity
Adapting to Students’ Culturally Supported Facilitating or Limiting Attitudes and Abilities
Sustaining High Expectations for All Students
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Collaboration
10 The Role of the Family in Schools
Marshaling Family and Community Support for Schooling
Comparing a Deficit-versus an Asset-Based Model of Home–School Connection
Ways That Schools and Families Can Be Mutually Supportive
Bilingual, Bicultural Home–School Partnerships
Different-Language Home–School Partnerships Requiring Intercultural Communication
Structuring Parent and Community Partnerships
Recognizing Parental Rights
Issues in Parental Participation
Programs in Action
School–Community Partnerships
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Collaboration
PART FIVE Policy
Language Policy and Special Populations of English Learners
11 The Role of Educators in Language Policy
A Critical Approach to Language Policy
Tollefson: Power and Inequality in Language Education
Foucault: The Power of Discursive Practices
Fairclough: Critical Language Analysis
Bourdieu: Language as Social Capital
Cummins: Language Policies as Emancipatory
Language Policy: The Classroom
Educational Equity in Everyday Practices
The Policies Embodied in Teachers’ Plans
Policy at the School Level
The Cultural Climate of the School
Collaboration with Colleagues
School-Site Leadership
The Academic Ambiance of the School
Involving Parents/Families
Policy in Local School Districts and in the Community
Professional Growth and Service
The School Board
Community Support for English Learners
The Public Forum
Community Organizations
State Commissions and Professional Organizations
The Voice of the Expert
Professional Leadership Roles
Legislation and Public Opinion
Opposing Linguicism
Influencing Federal Policies
Federal Funds for Innovation
Federal Legislation
The National Spirit
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Collaboration
12 Culturally and Linguistically Diverse Learners and Special Education
Scenarios, Issues, and Principles in the Education of English Learners with Special Needs
Who Are CLD Learners with Special Needs?
Issues Underlying the Scenarios
Complexities and Vexities
The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education
Principles for the Education of CLD–Special Education Students
Identification, Referral, Early Intervention, and Assessment of Students Needing Additional Mediation
The Referral Process: The Roles of the Classroom Teacher and the ELD Specialist
Academic and Learning Problems That CLD Learners May Experience
Similarities between Ethnic Language Variations and Learning Disability Symptoms
Early Intervention
Roles of Classroom Teachers and ELD Teachers during the Process of Determining Eligibility for Additional Services
Testing for Special Education
The Descriptive Assessment Process
Family Support for Evaluation
Collaboration among ELD Resource Teachers and Special Educators
Definition and Principles of Collaboration
Collaboration among ELD Specialists, Mainstream Teachers, and Special Educators
Working with an Interpreter
Relationship of Continued ELD with Other Services
Teaching Strategies for the CLD Special Learner
Adapting Listening Tasks
Adapting Reading Tasks
Adapting Writing Tasks
Assistive Technology
Adapting Homework Tasks
Assessing Student Performance in the Mainstream Classroom
Methods of Assessing the Success of Included Students
Assessing Students’ Work
Testing Accommodations for Students with Disabilities
Using the Results of Assessment
Universal Design for Special Populations of English Learners
Universal Instructional Design
English Learners with Communication Challenges
Teaching Visually Impaired English Learners
Teaching English Learners with Hearing Impairments
Autism Spectrum Disorders
SUMMARY
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment
References
Name Index
Subject Index