English-only Teachers in Mixed-language Classrooms

English-only Teachers in Mixed-language Classrooms

Author: Joanne Yatvin

Publisher: Heinemann Educational Books

Published: 2007

Total Pages: 132

ISBN-13:

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Today English language learners aren't just popping up in California, Arizona, New Mexico, or Texas. The fastest growing populations are in states and districts that have historically taught few students who don't speak English. If you teach where English language learners are a new phenomenon, you may feel underprepared to meet their needs and wonder if you can even teach them at all. You can, and English-Only Teachers in Mixed-Language Classrooms: A Survival Guide will lead you to success every step of the way. English-Only Teachers in Mixed-Language Classrooms: A Survival Guide is just that: a brief, practical primer for your first ELL experience - and a warm, comforting companion on the journey into confident teaching. Written for teachers in grades K - 6 with little or no expertise in second language teaching, it shows the essentials of helping nonnative speakers succeed - even when you don't speak your students' home language. Joanne Yatvin explains what types of strategies build students' confidence, competence, and fluency in English while helping them understand and retain vital content. She covers ESL teaching for the most crucial aspects of instruction: organization and planning teaching beginning English reading and writing instruction content-area learning fostering classroom community. Best of all, Yatvin zeroes in on smart ways to use classroom partnerships to invite English speakers and ELLs to support one another's learning through child-to-child mentorships and peer tutoring. Sharing insight into helping ELL students adjust to their new classroom emotionally and academically while paying special attention to the importance of developing strong connections to their families, Joanne Yatvin gives you a map for navigating the uncertain terrain of your first encounter with English learners. Read English-Only Teachers in Mixed-Language Classrooms: A Survival Guide and discover that teaching second language learners is not only less scary than you might have thought, but that there's nothing quite like the satisfaction of helping children take their first steps into a new language.


The Translanguaging Classroom

The Translanguaging Classroom

Author: Ofelia García

Publisher: Caslon Publishing

Published: 2017

Total Pages: 0

ISBN-13: 9781934000199

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"Shows teachers how to strategically navigate the dynamic flow of bilingual students' language practices to (1) enable students to engage with and comprehend complex content and texts, (2) develop students' linguistic practices for academic contexts, (3) draw on students' bilingualism and bilingual ways of understanding, and (2) support students' socioemotional development and advance social justice"--provided by the publisher.


Teaching Dual Language Learners

Teaching Dual Language Learners

Author: Lisa M. López

Publisher: Paul H Brookes Publishing

Published: 2020-08

Total Pages: 200

ISBN-13: 9781681253862

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"Teaching Dual Language Learners is a practical guide to help early childhood educators understand the needs of and provide instruction for young dual language learners in their classroom"--


Classroom Assessment in Multiple Languages

Classroom Assessment in Multiple Languages

Author: Margo Gottlieb

Publisher: Corwin Press

Published: 2021-01-02

Total Pages: 291

ISBN-13: 1544394500

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What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. “Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.” ~Kathy Escamilla


Language and Learning in Multilingual Classrooms

Language and Learning in Multilingual Classrooms

Author: Elizabeth Coelho

Publisher: Multilingual Matters

Published: 2012-06-25

Total Pages: 374

ISBN-13: 1847697208

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This book offers practical research-based advice for teachers and other educators on how to adapt school and classroom procedures, curriculum content, and instructional strategies in order to provide a supportive learning environment for students of minority language backgrounds who are learning the language of instruction at the same time as they are learning the curriculum.


The Language-rich Classroom

The Language-rich Classroom

Author: Pérsida Himmele

Publisher: ASCD

Published: 2009

Total Pages: 210

ISBN-13: 1416608419

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Practical advice, tools, and forms for teachers of multilingual classrooms, with an emphasis on reading, thinking skills, assessment, participation techniques, and scaffolding strategies.


Second Language Classrooms

Second Language Classrooms

Author: Craig Chaudron

Publisher: Cambridge University Press

Published: 1988

Total Pages: 240

ISBN-13: 052132775X

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"This important new book provides a critical overview of recent classroom-centered research and its implications for the teaching and learning of languages. Chaudron synthesizes and evaluates crucial research about the way student and teacher behaviours affect language learning and discusses research methods. Second Language Classrooms will be of vital interest to researchers, language teachers, and curriculum specialists, as well as readers with a general interest in education, linguistics, sociology, or psychology."-- Font no determinada.


Native and Non-Native Teachers in English Language Classrooms

Native and Non-Native Teachers in English Language Classrooms

Author: Juan de Dios Martinez Agudo

Publisher: Walter de Gruyter GmbH & Co KG

Published: 2017-05-08

Total Pages: 362

ISBN-13: 1501504142

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Despite being highly debated in applied linguistics and L2 teaching literature, the controversial issue of (non)nativeness still remains unresolved. Contemporary critical research has questioned the theoretical foundations of the nativeness paradigm, which still exerts a strong influence in the language teaching profession. Written by well-known researchers and teacher educators from all over the world, both NSs and NNSs, the selected contributions of this volume cover a great variety of aspects related to the professional role and status of both NS and NNS teachers in terms of both perceived differences and professional concerns and challenges. The strongest aspects of this volume are the global perspectives and the implications for future research and teacher education. It is precisely this international perspective which makes this volume illustrative of different realities with a similar objective in mind: the improvement of second language teaching and teacher education. In today's world, being a NS or NNS should not really matter but rather teachers' professional competences. This publication thus provides a forum of reflection and discussion for all L2 educators who need to be aware of how much they might offer to their future students.


Understanding Language in Diverse Classrooms

Understanding Language in Diverse Classrooms

Author: Marilyn Shatz

Publisher: Routledge

Published: 2013-04-26

Total Pages: 186

ISBN-13: 1136700641

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With the increasing linguistic and cultural diversity of students in U. S. schools, all teachers, regardless of the content area or grade they teach, need research-based strategies for assisting all students to gain English proficiency. This practical, concise guide shows teachers what they need to know about language, how it is learned, how it is used, and how teaching about it can be incorporated into lessons throughout the curriculum. Understanding Language in Diverse Classrooms offers a model of how learning takes place and describes the critical role of teachers in that model. It includes comparison charts showing how some of the most common heritage languages represented among present-day students compare with English, and it provides examples of hands-on materials including checklists, rating scales, and sample lessons to help teachers prepare to teach all their students in diverse classrooms. Each chapter ends with questions to stimulate discussion and reflection on major chapter points, to enable readers to review and evaluate the information and then integrate it into their own practice.


Linguistic Diversity and Teaching

Linguistic Diversity and Teaching

Author: Nancy L. Commins

Publisher: Routledge

Published: 2006-04-21

Total Pages: 205

ISBN-13: 1135683158

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Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series. *Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors. *Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings. *Part III offers the authors' own interpretations of the issues raised throughout the text, outlines a number of ways in which teachers can continue to explore these topics, and includes exercises for further reflection. A glossary and annotated bibliography are provided. This text is pertinent for all prospective and practicing teachers at any stage of their training. It can be used in any undergraduate or graduate course that addresses issues of language diversity and teaching.