English Language Learners in Your Classroom: Strategies That Work
This third edition of the best-selling Children With Limited English: Teaching Strategies for the Regular Classroom provides preservice and inservice teachers, curriculum specialists, teacher mentors, and administrators with the necessary tools to meet the educational needs of English language learners in an inclusive classroom.\ This revised edition includes more strategies for building communication skills, increased visuals and activities for instruction, and fresh connections to current...
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This third edition of the best-selling Children With Limited English offers connections to current research, new strategies for building communication skills, and instructional adaptations for ELL students.
Preface ixAcknowledgments xiiiAbout the Authors xvGetting to Know the Student 1Sensitivity to Cultural and Linguistic Differences 1Identifying Terms 5Relationships Are Everything 6Understand the Student's World 10Explore the Student's Family Background 15Pay Attention to Social and Cultural Customs 23Suggested Activities 27Establishing a Comfortable Environment 29Welcome Students to Your Room 29Select Display Materials 31Establish Routines 34Create a Community of Learners 35Foster Classroom Involvement 38Celebrate Diversity 41Open Doors to Families 43Suggested Activities 48Understanding Second-Language Development 49Second-Language Principles 49Language Processes 53Developing Proficiency 55Assessing Fluency Levels 59High-Stakes Testing 61First-to Second-Language Learning 62Suggested Activities 66Strategies for Teaching 67Motivate Students to Learn 67Structure Language Delivery 69Scaffold (Support) Instruction 73Use Research-Based Strategies to Improve Achievement 75Address Learning Styles 79Incorporate Multiple Intelligences 82Use Multisensory Activities to Engage Students 85Suggested Activities 89Building Literacy 91Writing Skills 91Reading Skills 98Speaking Skills 104Listening Skills 108Structured Communication Activities 110Responsive Instruction 112Have Fun 112Suggested Activities 113Using Strategies Borrowed From Language Instruction 115Learning From Foreign Language Instruction 115Applying Strategies Used by English Language Teachers 122Brain-Compatible Second-Language Acquisition 127Summary of Strategies Adapted From Teaching Second Languages 129Suggested Activities 131Integrating Technology 133Television 133Telephone 134Audio Recording 135Video Recording 135Computer Technology 136Online Resources for Teachers 144Promoting Critical Thinking 145Benefits of Using Technology With English Learners 150Suggested Activities 151Involving Others 153Peer Instruction 153Team Teaching 155School Personnel 157Cross-Age Tutoring 161Parents and Families 162Intergenerational Tutoring 165Community Resources 166Cultural Exchange Programs 168Language for All 168Suggested Activities 169Putting It All Together 171Classroom Implications of Brain Research 171Planning Instruction and Assessment 173A Lesson Plan Format 180The Power of Language 182Suggested Activities 182References 183Index 193
\ Holly A. Hitchcock"Supplies the teacher who is new to working with English language learners with a repertoire of strategies and resources sufficient to begin immediate, positive interventions in the classroom. The text establishes best practices in English language teaching within the context of current educational research and relates them to best practices for all."\ \ \ \ \ Noni Mendoza Ries"This book gives lots of information in a simple, easy-to-access format."\ \ \ Brenna Godsey"This is just the kind of book I need to answer the many questions that I have about how to work with my English language learners. I really like the hands-on suggestions, and I can use many of the strategies in the book almost every day. The anecdotes, examples, and stories help make the theoretical concepts concrete for me."\ \ \ \ \ John Meulmester"I have been looking for useful resources to help me better meet the needs of my EL students in my English classes. Reading this book has really helped me feel good about what I am doing with my students. I realize now that the ways I have been teaching are not just effective because they work for me; there is research to support what I have been doing."\ \
