Celebrated by reviewers as being “the greatest language book I have ever read,” this text has been touted as the best overview of basic principles and strategies for English language teaching.   Written in Dìaz-Rico's passionate style, the second edition of Strategies for Teaching English Learners continues to be a one-stop introduction to teaching English to speakers of other languages. It includes an introduction to the fascination and challenges of teaching English learners and offers a comprehensive overview of learning theories and teaching strategies. A breakthrough in language teaching and learning, this thought-provoking text includes coverage of second language acquisition issues and techniques, as well as attention to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education.   Thoroughly updated, the second edition includes a description of  the unique contributions of non-native-English-speaking teachers make to the teaching of English, up-to-date information on the demographics of English learners and the demand for English teachers worldwide, a profile of an elementary school with an innovative social-justice curriculum approach, suggestions about the use of learning centers in English-as-a-foreign-language elementary classrooms, an expanded definition of culture to include a contemporary emphasis on identity,  a critical view about the study of gender and race in the classroom, new ways to incorporate volunteers into classroom instruction, ways to encourage “virtual volunteering,” and finally project-based learning and service learning are creatively combined in Chapter 15 as ways to link English learners with the larger community.   Take a peek inside...  Unique Chapter 1 “Who Are English Learners and Their Teachers?” provides a clear and effective explanation of TESOL terminology, helping novice teachers become familiar with the professional jargon used in the field and serving as a guide to professional preparation programs in TESOL. Discusses how language teachers are critical pedagogists and critical sociologists, addressing the fascinating topics related to language and power (Ch. 2). Presents a concise yet comprehensible overview of the philosophical foundations of education, behavioral and cognitive methods, brain-compatible learning and affective and emotional factors as they relate to language learning (Ch. 3). Standards-based learning overview in Chapter 4 provides teachers with the connection to performance standards. A complete guide to lesson planning in Chapter 4 shows teachers how to create lesson plans within a constructivist planning framework. Chapter 4, “Performance-Based Learning,” provides teachers with the A to Z on learning styles, study and survival skills, and computer-mediated communication as it applies to the ESL/EFL classroom. In-depth discussion about English instruction in a Dual Language Program clarifies for students the role of English in bilingual programs (Ch. 11). Discussion of issues related to parental involvement adds a new dimension to this often forgotten but important topic as it relates to language teaching.

Table of Contents:
Preface Strategies for Teaching English Learners: A Summary I. Who Are English Learners and Their Teachers? The Profession of Teaching English Learners English Language Development Educational Terminology Critical Perspectives Who Are English Learners and What Are Their Needs? U.S. Demographics ELD Services for English Learn International Demographics of English Contexts for Teaching English Worldwide Career Preparation for Teaching English Learners Teaching ELD in the United States Teaching English Around the World Challenges for Teachers of English Learners English as an International Language Is English Natural, Neutral, and Beneficial? Languages At Risk Professional Organizations for Teachers of English Learners TESOL, Inc. as an Organization Other Professional Organizations   II. Critical Roles for Teachers Educators as Critical Pedagogists What Is Critical Pedagogy? Critical Pedagogy as a Method Contrasting Critical Pedagogy with Banking Models of Instruction Sample Topics Used for Problem Posing A Critical Sociological Look at Language and Power Tollefson: Power and Inequality in Language Education Foucault: The Power of Discursive Practices Bourdieu: Language as Social Capital Cummins: Language Policies as Emancipatory Fairclough: Critical Language Analysis Teaching for Social Justice Profession, Policy, and Power in the Education of English Learners   III. Views of Teaching and Learning Philosophy, Psychology, Anthropology, Sociology, and Postmodern Pedagogy Teaching the Whole Person Philosophical Foundations of Education Progressivism Traditionalism Belief Systems and Teaching Educational Psychology: Behavioral Methods Grammar Translation The Rise of Experimental Behaviorism The Audiolingual Method Total Physical Response Direct Teaching and Mastery Learning Advantages of Behavioral Methods Disadvantages of Behavioral Methods Educational Psychology: Cognitive Methods Generative Grammar Krashen’s Monitor Model Stages of Development Information-Processing Theories of Mental Functioning Alternative Theories of Mental Functioning Brain-Compatible Learning Neurolinguistic Research Based on Study of Brain Function Cognitive Teaching Means a Focus on Learning Comparing the Cognitive View with Behaviorism Learning Styles and Strategies Constructivist Learning Humanistic Education: Affective and Emotional Factors 47 Integrating Cognitive and Affective Learning 47 w Self- Esteem 47 w Motivation 50 w Anxiety 51 w Attitudes of the Learner 52 w Motivating Students Humanistically 53 w The Teacher as Counselor 54 Cultural Anthropology and Education 55 Communicative Competence 56 w Social Contexts for Language Learning 58 w Activity Theory 59 w Communities of Practice 59 w Culture and Schooling 59 w The Study of Classroom Discourse 59 w Culturally Responsive Teaching 60 Looking Forward: Postmodernism 60 Modernism versus Postmodernism 60 w Modernism 60 w Postmodernism 61 w Implications of Postmodernism for Educators 62 w New Roles for English Educators 64 The Future of Teaching English Learners 64 Learner Strategies 65 w Strategies Influenced by the Institution 65 w Strategies Influenced by the Sociocultural Context 65   4 Performance-Based Learning 66 Why Performance-Based Learning? 66 What Is Performance-Based Learning? 66 Standards-Based Learning 67 TESOL Standards 68 w Program Standards 69 w Instruction Aligned with TESOL Standards 69 w English-Language Development Standards 70 w Incorporating Standards into Lesson Plans 73 What Is the Best Use of Assessment? 73 The Changing Nature of Assessment 74 What Is Performance-Based Assessment? 76 Methods of Assessment 77 Assessment Terms 77 w Standardized and Less Standardized Assessment 77 w Standardized Proficiency Tests 78 w Teacher- and Student-Created Rubrics 79 w Teacher-Constructed Tests 81 w Portfolio Assessment 81 w Teacher Observation and Evaluation 82 w Grading 82 w Student Self-Assessment and Peer Assessment 82 w Other Types of Tests 82 Identification, Assessment, and Placement of English Learners in the Schools 84 Identification Procedures for English Learners 84 w Assessment for Placement 84 w Redesignation and Exit Procedures 85 Limitations of Assessment 85 Difficulties in the Testing Situation 86 w Cautions about Testing 86 Academic Expectations 87 How Teacher Expectations Are Formed and Communicated to Students and How Students Respond 87 w Student Control over Classroom Learning 90 w Intercultural Communication of Expectations 90 Planning Instruction 91 Constructivist Planning 91 w The Direct Teaching Model 92 w Modifying the Direct Teaching Model 92 Matching Performance and Assessment 93 Setting Objectives 93 w Tasks as Objectives 94 w Task Chains 94 w Assessing the Task Chain 95 w Formative Assessment 95 w Summative Assessment, Culminating Performance, and Metalearning 96 Monitoring and Adjusting Instruction 100   5 Learner Strategies and Learner-Focused Teaching 101 Learner Control and Academic Competence 101 Learner Autonomy: Self-Motivation and Self-Management 103 Self-Management 104 w Self-Managed Instruction 104 w Self-Efficacy 104 w Student Responsibility for Learning 105 What Are Learner Strategies? 105 Indirect and Direct Strategies 106 w Strategy-Based Instruction 106 Indirect Strategies: Second-Language Acquisition and Use 107 What Are Second-Language Use Strategies? 107 Indirect Strategies: Learning Style Preferences 109 Typologies of Learning Styles 110 w Learning Styles Applied to the ESL/EFL Classroom 112 w Cultural Differences in Learning Styles 112 w Measuring Learning Styles 112 w Adapting Instruction to Learning Styles 113 Direct Strategies: Cognitive 114 Schema Building 114 w Scaffolding 115 w Alternative Information Representation and Graphic Organizers 115 w Critical Thinking 122 w Creative Thinking and Risk Taking 122 Direct Strategies: Metacognitive 124 Direct Strategies: Social-Affective 126 Student Opportunities to Cooperate 126 w Maintaining the First Language as an Affective Strategy 127 Direct Strategies: Academic Survival and Study Skills 127 Academic Survival Skills 127 w Native-Language Cultural Skills and Experiences 128 w Target-Language Culture Skills 128 w Knowledge about the Culture of Academia in the Target Language 128 w Study Skills 130 w Text Processing and Time Management 131 ELD and the Content Areas 132 Content-Based Instruction in ELD 132 w Collaboration and Reciprocity 133 w CBI-ELD: Lesson Planning 134 w Specially Designed Academic Instruction in English (SDAIE) 134 Computer-Assisted Language Learning/Computer-Mediated Communication 138 CALL and Second-Language Acquisition 139   6 Oracy Instruction 143 Literacy and Power 143 Listening Processes 177 Listening to Repeat: The Audiolingual Legacy 178 w Listening to Understand: The Task Approach 179 w Listening for Communication 180 w Before Listening 180 w While Listening 181 w After Listening 182 w Authentic Tasks in and out of the Real World 183 Speaking Processes 183 Difficulties with Spoken Discourse 184 w Basic Interpersonal Communication Skills 185 w Developing Oral Language 186 w Situations for Spoken Discourse 187 w Resources for Spoken Discourse 187 w Improving Pronunciation 188 w Before Speaking 189 w While Speaking 190 w After Speaking 191 w Speaking Games and Tasks 191 w Oral Discourse and Critical Communicative Competence 193 w Summary: The Conversant Student 198   7 Literacy Instruction for English Language Development 200 Reading Processes 144 Purposes for Reading 144 w Standards-Based Reading Instruction 145 w Emergent Literacy 146 w Language Experience Approach 147 w Direct Teaching of Reading 148 w Teaching Students Who Are Not Literate in L1 153 w A Balanced Literacy Approach 149 w The Basics of Learning to Read 149 w The Three-Stage Reading Process 153 w Schemata for the Reading Process 149 w Focus  on Acquisition Vocabulary 160 w Transition Reading 160 w Stages of Reading Development for English Learners 161 w Teaching Strategies for Comprehension 161 w Teaching Literature 162 Writing Processes 165 The Role of Writing in Academic Literacies 166 w Writing as a Social Construction 167 w What Do Writers Need? 167 w Stages of Writing Development for Young English  Learners 169 w The Writing Workshop 170 w The Writing  Process: Prewriting 170 w The Writing Process: Drafting 171 w Self-Correction and Revision 171 w Feedback through Peer  Response and Writing Conferences 172 w The Writing Process: Editing 173 w Error Correction 173 w Publishing 174 w Issues with ESL Writing 174   8 The Learning Process and the Imaginary 200 The Importance of the Imaginary 200 Exploring the Imagination 201 Lozanov’s Suggestopedia Revisited 201 w Lacan’s Personality Theory and the Imaginary 202 w The Imaginary and English Learning 203 w The Imaginary and the Development of Personality 203 w The Imaginative Function of Language 204 Stimulating the Imagination Directly 205 Guided Imagery 205 w Creative Environments 207 w Comics 207 w Curriculum That Stimulates the Imagination 208 Drama in the Classroom 209 Classroom Dramatics 210 w Play Scripts as Literary Text 214 w Role Play 215 w Readers Theater 217 w Puppetry 219 w Storytelling 220 Poetry and the Muse 224 A Universal Language 224 w The Sound of Poetry 225 w Poetry as Vocabulary Development 226 w Types of Poems 227 w Writing Poetry 229 w Connecting Visual and Poetic 230 w Poetry Interpretation 231 Music: Listening, Playing, Singing, Creating 233 Popular Music 233 w Culturally Authentic Music 235 w Jazz Chants 236 w Singing Games 236 The Virtues of the Imaginary 237   9 Grammar through Integrated Language Skills and Wonderful English 239 English Is Democratic and Creative 239 Why Integrated Skills? 240 Integrated Instructional Activities 241 Learner Output 241 w Content: Flexible, Thematic Curriculum 242 The History of English 244 From Old to Middle English 244 w Middle English 246 w The Dual Nature of English 246 w English: Innovative and Unregulated 249 The Curiosity and Beauty of English 252 Assets of English 253 w Complexities of English 254 w Beauty in Nuance and Sound 255 Teaching Grammar 257 Grammar as System 258 w Grammar and Emotion 258 w Grammar Games 259 Correct Usage and Discourse Competence 259 Prescriptive Language and Usage Wars 259 w A Schema for Literature, ESL, Grammar, and Usage 262 w Integrating Grammar into the Curriculum 263 10    Culturally Based Language Teaching 266 Culture and Language Teaching 266 The Skills and Responsibilities of the Intercultural Educator 267 Culturally Derived Learning Styles and Strategies 269 Values, Beliefs, and Practices 270 w Social Customs 270 w Rites, Rituals, and Ceremonies 271 w Work and Leisure Systems 271 w Health and Medicine 271 w Institutional Influences: Economic, Legal, Political, and Religious 272 w Language-Related Behaviors and Beliefs 272 w Educational Systems 272 Culturally Compatible Instruction 273 Ethnographic Study 273 w Self-Study 274 w Cultural Observations 274 w Interviews 275 w Home Visits 275 w Sources for Learning about Cultures 275 w Culturally Responsive Pedagogy 276 w Teaching Styles (Cultural Orientation) 276 w Teacher-Student Interactions 277 w Classroom Organization and Curriculum 277 Assuming a Bicultural Identity 277 Culture as Content 280 Why Teach Language Using Culture? 280 w Culture of the Target Language 280 w English Teaching Using the Native Culture 283 w Bias in Teaching about Culture 287 Crosscultural Studies 287 Achieving Ethnorelativism 288 w Deeper Crosscultural Comparison 288 w Teaching Crosscultural Content 290 Using Intercultural Communication to Teach English 290 Beyond Superficial Communication 290 w Intercultural Conflict 290 11 Discourse in the Classrooms of English Learners 292 What Is Classroom Discourse? 292 Language Teachers at the Edge 292 w The Language and Culture of Schooling 293 w Linguistic Features of Classroom Discourse 294 What Discourse Genres Are Common in U.S. Classrooms? 294 The Recitation Pattern: A Typical Learning Encounter 295 w Sociohistorical Features of the Recitation Pattern 296 w Instructional Features of the Recitation Pattern 296 w Recitation Pattern: Critique 297 w Recitation Pattern: Questioning Strategies 297 w Cooperative Learning as an Alternative Pattern 300 w The Instructional Conversation (IC) as a Discourse Alternative 301 Cognitive Academic Language Proficiency 303 The Language of Thought 303 w The Teacher’s Role in Promoting CALP 305 Discourse That Affirms Students’ Voices 305 12 Dual-Language Proficiency 307 Schooling in Two Languages 307 Why Dual-Language Acquisition? 307 w Bilingual Education and the Teaching of English 308 w Submersion (Sink or Swim) 308 w Transitional Bilingual and Structured Immersion Programs 309 Dual-Literacy Programs: An Introduction 311 Developmental Bilingual Programs in the United States 311 w Second- and Foreign-Language Immersion Programs for Majority-Language Students 312 w Two-Way Immersion Programs for Majority-Language and Minority-Language Students 312 w Advocacy for Dual-Language Programs 314 w The Role of Monolingual English Instructors in a Dual-Language Program 315 Biliteracy in a TWI Context 315 Complexities of Biliteracy 315 w Questions about Biliteracy 316 w A Teaching Unit in Two Languages 316 Principles of Language Transfer 318 Metalinguistic Awareness and Common Underlying Proficiency 318 w Teaching for Transfer: Language Acquisition Processes 319 Biliteracy and Biculturality 321 13 Teaching English in Context 323 Dialects in English 324 Dialects and the Education of English Learners 324 w Common Features That Constitute Dialects 326 w How Dialects Exhibit Social and Ethnic Differences 328 w Attitudes Toward Dialects 329 w Dialects and Speaking Style 331 w Gender and Language Variation 333 w Vernacular Dialects and Language Teaching 336 Teaching Standard English: Whose Standard? 336 Language Variety as a Goal of Instruction 337 Some Sample Registers in Oracy 338 w Some Sample Registers in Literacy 338 w Gender-Typical Registers 339 w Teaching Oral Register Shifts 339 Situated Literacy and Academic Registers 339 The Individual World of Literacy 340 w Situated Literacy: Synthesis of Practices 340 w Teaching Academic Registers 341 w Academic Competence: Psychological Factors 344 w Academic Competence: Sociocultural Factors 344 w Academic Competence Demanded to Perform Undergraduate-Level Academic Writing 344 w Academic Competence Demanded to Perform Graduate-Level Academic Writing 345 w Task Demands of Academic Writing in an MATESOL Program 346 14 Building a Community of Learners 348 What Is a Community of Learners? 348 The Classroom as a Community 349 w Forming a Learning Community 351 w Critical Perspectives on Community Involvement 351 w Listening to the Learner 352 w Not-So-Critical Perspectives on Community Involvement 354 w A Model for Community Involvement 355 Why Involve Families? 363 Changing Definitions of Family Involvement 364 w Recognizing Rights of Families 364 w Issues in Family Involvement 365 w Myths about Families and Other Communication Barriers 367 w Enhancing Home-School Communication 367 w Teacher- Family Conferences 367 w How Families Can Assist in a Child’s Learning 369 w A Model of Home-School Relationships 370 Community Funds of Knowledge 370 Transformative School-Community Partnerships 374 Empowerment as a Goal 374 w Getting to Know the Community 374 w School Partnerships with Community- Based Organizations 375 w Community Support for English Learners 375 The Idea of Community 376 15 Project-Based Learning and Service Learning 378 Why Projects? 378 Facing the Real World 378 w Characteristics of PBL 379 w Benefits of PBL 379 w Projects Are Collaborative 379 w The Teacher as Guide 380 w Skill Integration 381 w Design, Documentation, and Discourse 382 w Representation 382 w Thematic Projects in the Elementary School 384 Projects at Urban High Schools 384 w Community-Based Projects 385 w Project-Based Learning in EFL 385 w Projects in Intensive English Programs 385 w Projects in Teacher Education 386 Choosing a Project Topic 386 Mapping the Project 389 w Topics across Disciplines 390 w Envisioning Success 390 Project Focus and Development 391 Project Development 391 w The Planning Cycle 392 w Task Representation 393 w Example of the Desired Product 394 w Guided Implementation 395 w Self-Checking (Quality Control) 396 w Recommendation for Improvement 397 Project Documentation and Evaluation 397 Process Counts 397 w Student Presentation of Product 397 w Feedback and Reflection 398 w Planning for Assessment 398 w Conducting Project Assessment 399 w Criteria for Project Assessment 400 Why Service Learning? 402 Definitions 402 w Extent of Participation 403 w Components of Service Learning 404 w Benefits of Service Learning 405 w What Constitutes Good Service-Learning Pedagogy? 406 w Students Serving Others: Some Examples 406 Building Relationships with Service Agencies 406 Reciprocity 407 w Types of Service-Learning Opportunities 407 w Identification of Community Partners 407 Designing a Service-Learning Project 408 Determining the Learning Goal(s) 409 w Proposing Performance-Based Results 410 Monitoring and Evaluating Service Learning 411 The Reflective Component 411 w Assessing Performance-Based Results 413 w The Critical Component 415 Finding Out More about Service Learning 416                 Appendix A Influencing Language Policies to Benefit English Learners 417 Policy at the Classroom Level 417 Policy at the School Level 418 Involving Parents in Policy Making 419 Policy Decisions in Local School Districts 419 Professional Organizations and Service 420 Influencing Community Public Opinion 420 Influencing Legislation and Public Opinion 421 Influencing Federal Policies 421 The National Spirit 421                 Appendix B English Learners and Special Education 423                 Appendix C Bibliography of Works Used for Visual Imaginary Dramatic Arts 423 Bibliography 425 Author Index 457 Subject Index 464