"Who is the English Language Learner? How do I communicate with them? How do I prepare them for standardized tests? How do I teach them advanced reading skills when their vocabulary is so limited?" These are the questions raised by teachers facing the daunting task of teaching English Language Learners regular subject content in the general classroom. The No Child Left Behind policy (2001) raises the accountability for all our students including English Language Learners. This text is a concise and practical resource book that combines current research in English language learning with teaching application strategies for the preK-12th grade classroom. The teaching strategies are research based, time tested, classroom proven, and they work. Written for student teachers and experienced teachers new to English Language Learners, the author uses her own teaching experience in the Author Insight feature to offer practical suggestions.Other unique features of the text are the Classroom Scenarios, that present authentic voices from the classroom that connect the scenario to the content of the chapter, Guiding Discussion Questions that follow each scenario stimulate talk and discussion and encourage teachers to become analytical and reflective, and Classroom Application Strategies provide teachers with practical, research --based teaching strategies.

Table of Contents:
BRIEF CONTENTS CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER DETAILED CONTENTS PREFACE CHAPTER 1 JOURNEY OF ENGLISH LANGUAGE LEARNERS, PAST AND PRESENT INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of Scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US Immigration in the Past-Assimilationist Immigration Trends Today-Cultural Pluralism Reality of Classrooms Today CLASSROOM APPPLICTION STRATEGIES Steps for Identification of English Language Learner Placement Possibilities for English Language Learner TESOL Compliance Commonly Used Terminology Identifying Language Levels of Students NO Child Left Behind and the Classroom Teacher CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 2 FOUNDATIONS OF ENGLISH LANGUAGE LEARNING- THOERY TO PRACTICE INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US A Brief Overview of First Language Development from Birth to Eight Years The Connection between First Language and Second Language Literacy Development Language Differences An Overview of Second Language Development Theory Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiency Skills (CALPS) Transitioning from BICS to CALPS Cognitive Benefits of Knowing a Second Language CLASSROOM APPPLICTION STRATEGIES Teacher Support Strategies during Language Development from BICS to CALPS Literacy Gaps Comprehensible Input Communication not Perfection No Teacher Left Behind Understanding Linguistic Terms CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 3 GETTING TO KNOW THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US What Teachers and School Need to Understand about English Language Learners Emotional/psychological needs. Cultural needs. Cognitive needs. Learning style needs: field dependent and field independent learners. Linguistic needs. What English Language Learners Want Teachers to Know About Themselves: The Students Voice CLASSROOM APPPLICTION STRATEGIES Caring for the Emotional Needs of English Language Learner Teacher Support Strategies for the Ell Student Caring for the Cultural Needs of ELL Greeting conventions and introductions. Physical gestures. Tending to Cognitive and Learning Style Needs of the English Language Learner Learning style preference. Getting to Know the English Language Learner during the Silent Period Important Teacher Tips for the First Day and the First Week of School Surviving the silent phase. How English Language Learners want Teachers to Teach: What Students tell us CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 4 PRE-PLANING AND PLANNING INSTRUCTION FOR THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US Plan for Teaching English to English Language Learners within Subject Content Areas Plan to use research-based strategies. Specially Designed Academic Instruction in English (SDAIE). SIOP Model. Plan lessons that are student centered. What to Teach How to Teach CLASSROOM APPPLICTION STRATEGIES Pre-planning Where to find inexpensive ideas and materials. Connecting to Multiple Modalities and Learning Styles of Students Writing Lesson plans Making Content comprehensible for English Language Learners Planning for Active Learning Evaluating the Planning Process Teacher Self-Management CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 5 INTERACTIVE TEACHING STRATGIES FOR ENGLISH LANGUAGE LEARNERS INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US Interactive Teaching Matching Teaching Style to Learning Style of Students CLASSROOM APPPLICTION STRATEGIES Cooperative Learning Benefits of Cooperative Learning for the English Language Learner Organizing groups. Teaching components of cooperative learning. brainstorming. think-pair-share. numbered heads. round robin. jigsaw. numbered wheel. response board. Cooperative Learning and Assessment for English Language Learner Hands-on-teaching Strategies Learning Centers Configuration of Classroom for Learning Centers Tips for Elementary Teachers Tips for Middle School and High School Teachers CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 6 TEACHING ACADEMIC CONTENT TO ENGLISH LANGUAGE LEARNERS INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US What is Academic Content? Why Teach English Through Content? How to Teach Academic Content to English Language Learners? CLASSROOM APPPLICTION STRATEGIES Developing Academic Language; Formal and Informal Speech Registers Implementing Sheltered Instruction/ Specially Designed Academic Instruction in English (SDAIE) Sheltered Instructional Teaching Strategies Modifying tests. Lightening the linguistic load. Total Physical Response. Teacher Scaffolding Techniques. Using Themes to Organize Instruction. Student Self-Study and Cognitive Academic Language Learning Approach (CALLA). Teaching Metacognitive Strategies Teaching Cognitive Strategies SQRP2RS. GIST (Generating Interaction between Schemata & Text). Rehearsal strategies. Graphic Organizers. Semantic Feature Analysis. Rehearsing. KWL. See-through Study Sheets. Paragraph Study Sheet. List & Leave. Social Affective Strategies Differentiated Instruction Visual learners. Auditory learners. Kinesthetic learners. CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 7 TEACHING ENGLISH LANGUAGE LEARNERS IN THE CONTENT AREAS: LANGUAGE ARTS, SOCIAL STUDIES, MATH AND SCIENCE INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US It is now Federal Law Researchers Prove how English is best taught Teaching English Language Learners is now the Responsibility of all Teachers and not just ESL Teachers What are Content Areas? National Standards State Standards Caution about Content for English Language Learners: Academic Gaps CLASSROOM APPPLICTION STRATEGIES General Reading Strategies to use with English Language Learners Literacy Development in Primary School; Emergent and Beginning Readers Literacy Development in Secondary School: Intermediate, Fluent, and Advanced Readers Teaching Survey, Question, Read, Recite, and Review (SQ3R). Teaching Comprehension Skills. Teaching Strategies to Develop Reading and Fluency. Generating Interaction between Schemata and Text (GIST). Strategies for Vocabulary Development. Textbook Strategies. Developing Writing Strategies for English Language Learners Spelling Development Teaching Academic Content at varying oral Language Proficiency Levels General Tips When students have difficulty reading text books. When students have difficulty reading worksheets & tests. When students have difficulty writing. When students have difficulty spelling. Teaching Social Studies to English Language Learners Teacher Support Strategies for Teaching Social Studies Reading large amounts of text. Providing examples. Culturally validating. Staying current and up-to-date. Teaching Math to English Language Learners Teaching Math Vocabulary to English Language Learners Additional Support Strategies for the Teaching of Mathematics Teaching Science to English Language Learners CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS ADDITIONAL RESOURCES REFERENCES CHAPTER 8 ACTIVELY ASSESSING AND MONITORING ACADEMIC PROGRESS OF ENGLISH LANGUAGE LEARNERS IN THE GENERAL EDUCATION CLASSROOM INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US What is Assessment? Purpose of Assessment High Stakes Testing & Accountability Case against Standardized Testing Case for Standardized Testing Identification and Placement of English Language Learner Preparing English Language Learners for State Standardized Tests CLASSROOM APPPLICTION STRATEGIES Multidimensional Assessment Options for use in K-12 Classroom Norm-Referenced assessments-Externally Produced Tests Criterion-Referenced Assessments-Externally Produced Tests Assessing Student Knowledge Prior to Testing Other Assessment option-Teacher Produced Tests Text and curriculum embedded questions & tests. Oral tests. Performance assessment. Portfolios. Rubrics. -creating a rubric. Paper and Pencil Tests. True-false matching items. multiple choice. completion items. essay. short answer test. Tips for writing Tests for improved readability and comprehension Assessment options for English Language Learners Choice in Assessment Involving Parents Overcoming Test Anxiety Teaching to the Test Grading and the English Language Learner Preparing for High Stakes Testing Supporting and motivating student for testing. Test taking modifications. Teaching students test taking strategies. Administering modified tests. Summary of Best Assessment Strategies for English Language Learners CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES CHAPTER 9 MOTIVATIONAL AND CLASSROOM MANAGEMENT STRATEGIES FOR ENGLISH LANGUAGE LEARNERS INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US Motivation and Learning Self-fulfilling Prophecy Classroom Management CLASSROOM APPPLICTION STRATEGIES Overview of discipline management Models and Practical Classroom Application Behavior Modification (B. F. Skinner, 1971). Assertive Discipline (Lee Canter, 1993). Reality Therapy/Choice Theory (Glasser, 2001). Positive Discipline (Fred Jones, 1982). Congruent Communication (Ginott, 1972). Positive Discipline (Nelsen, Lott, & Glenn, 2000). Sage Advice for Teachers and Parents Which Model to Choose? Creating a Classroom Management Plan Choosing a Discipline Plan: Importance of Knowing your Student Author's Insight: Defining Limits in the Classroom and other General Tips and Guidelines Steps in Negotiating a Behavioral Contract with Students CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS ADDITIONAL RESOURCES REFERENCES CHAPTER 10 FACILITATING SCHOOL, FAMILY, AND COMMUNITY INVOLVEMENT FOR THE ENGLISH LANGUAGE LEARNER INTRODUCTION FOCUS QUESTIONS CLASSROOM SCENARIO Analysis of scenario Guiding Discussion Questions Author's Insight WHAT RESEARCH TELLS US The importance of Family for language and literacy development The Cultural and Diverse Learning Needs of Students Attitude of Teacher towards the Home Environment of Student Hone Visits Cultural Mismatch between Home and School Accommodating Parenting Styles Practices that Promote Home-School Connections CLASSROOM APPPLICTION STRATEGIES Strategies to Enhance Communication within School The Role of the Principal Placement of programs within schools. Qualified staff. Strategies to Enhance communication in the Classroom Understanding Parent Perspectives Planning Parent Night/Open House Communicating with Home Strategies for enhancing community Relations Continuing Parent Education Developing a School and Parent Partnership Tips for Conducting Parent-teacher Conferences Conducting a Language Proficiency Assessment Committee (LPAC) Meeting Final tips for Positive Teacher-Parent Communications CHAPTER SUMMARY REFLECTIVE CHAPTER QUESTIONS SUGGESTED FIELD-BASED ACTIVITES FOR PRE-SERVICE AND IN-SERVICE TEACHERS REFERENCES