Bilingual and ESL Classrooms: Teaching in Multicultural Contexts - Text with PowerWeb,9780073126494

Bilingual and ESL Classrooms: Teaching in Multicultural Contexts - Text with PowerWeb

by ; ;
Edition: 4th
ISBN13: 9780073126494
ISBN10: 0073126497
Format: Paperback
Pub. Date: 2005-07-05
Publisher(s): McGraw-Hill Humanities/Social Sciences/Languages
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Summary

This classic text integrates theory and practice to provide comprehensive coverage of bilingual and ESL education. The text covers the foundations of bilingual and ESL education (who the students are, what the policies are and have been, the role and development of language and culture) and provides a strong focus on what the teacher needs to know in a bilingual classroom (such as instruction strategies, teaching in content areas, assessment, and working with students with special needs). Woven throughout the text are quotes from bilingual and ESL students and teachers that illuminate the bilingual/ESL learning and teaching experience.

Table of Contents

Preface xix
Foreword xxix
Jim Cummins
Prologue Carlos's Story 1(2)
The Past Catches Up with Carlos: An Epilogue
3(3)
Students
6(41)
What Do We Mean by Bilingual Education and ESL?
8(3)
Bilingual Education
8(1)
Guidelines for Teaching: Basic Characteristics of a Bilingual Education Program
9(1)
English as a Second Language
9(1)
Guidelines for Teaching: Recommendations on the Role of Bilingual Education and ESL
10(1)
Demographics
11(2)
Types of Language Minority Students
13(2)
Student and Family Background
15(7)
The Role of Culture
16(2)
The Social Context
18(2)
Previous Schooling Experience
20(2)
What Happens at School
22(9)
The Emotional Issues
22(3)
The Linguistic Issues
25(2)
Guidelines for Teaching: Recommendations to School Personnel About the Use of L1 at Home
27(2)
The Academic Issues
29(2)
Discovering the Student
31(4)
Guidelines for Teaching: Discovering Students' Lives
32(3)
Program Models
35(1)
Use of the Primary Language of Language Minority Students
35(1)
Enrichment or Remediation?
35(1)
ESL or ESOL
36(1)
ESL Pullout
36(2)
Newcomer Programs
38(5)
Bilingual Education
39(4)
Summary
43(1)
Key Terms
44(1)
Reflection Questions
45(1)
Resources
45(2)
Policy and Programs
47(40)
The Politics of Bilingual Education
49(9)
The English Only Movement
51(2)
Impact of Official English
53(2)
Changing Terms of Debate
55(1)
The Unz Era
56(2)
Historical Background
58(4)
U.S. Schooling in Languages Other Than English
58(2)
English as a Second Language
60(1)
Bilingual Instruction of the 1960s
61(1)
Historical Overview of Title VII Legislation, 1968-2001
62(6)
Title VII of the Elementary and Secondary Education Act
63(1)
Provisions of the Original 1968 and 1974, 1978, 1984, 1988 Title VII Reauthorizations
63(3)
Title VII of the Improving America's Schools Act of 1994 and School Reform
66(2)
``No Child Left Behind'' (PL 107-110, 115 Stat.1425, 2002)
68(5)
Guidelines for Teaching: How No Child Left Behind Helps English Language Learners
69(1)
Adequate Yearly Progress (AYP) and English Language Learners
69(2)
Guidelines for Teaching: Adequate Yearly Progress Reporting Requirements for English Language Learners
71(1)
Guidelines for Teaching: 144 Ways to Fail AYP
72(1)
Court Decisions and the Office for Civil Rights
73(6)
Basic Rights of Language Minority Students
74(1)
Guidelines for Teaching: The Lau v. Nichols Supreme Court Decision, 1974
74(1)
U.S. Office for Civil Rights
75(1)
Guidelines for Teaching: The 1970 OCR Memorandum
75(2)
Guidelines for Teaching: Federal Court Decisions after Lau v. Nichols
77(2)
State Policies
79(4)
State Legislation
79(2)
State Certification of Bilingual/ESL Teachers
81(1)
Guidelines for Teaching: ESL or Bilingual Teacher Certification
82(1)
Leading School Reform at the Local Level
83(1)
Summary
83(1)
Key Terms
84(1)
Reflection Questions
84(1)
Resources
85(2)
Teaching
87(34)
Portrait of a Traditional Classroom
91(1)
The Workplace of the Twenty-first Century
91(1)
Passive Learning
92(1)
Guidelines for Teaching: Factors to Consider When Teaching Non-Anglo-European Dominant Students
92(1)
Active, Inquiry-Based Learning
93(3)
Guidelines for Teaching: Principles to Follow for Effective Classrooms for Linguistically and Culturally Diverse Students
94(1)
Guidelines for Teaching: Conceptual Dimensions of a Responsive Pedagogy
95(1)
Activating Students' Prior Knowledge
96(1)
Cooperative Learning
96(7)
Research on Cooperative Learning
97(1)
Principles of Cooperative Learning
98(1)
Guidelines for Teaching: Five Elements of Cooperative Learning
98(1)
Forming Teams
99(1)
Structuring Team Activities
100(1)
Team and Class Building
100(1)
Structures for Learning
101(1)
Evaluating Student Outcomes
102(1)
Coaching Teacher Colleagues
102(1)
Accelerated Learning
103(1)
Critical Pedagogy
104(3)
Guidelines for Teaching: Characteristics of a Pedagogy for Empowerment
105(2)
Art
107(2)
Technology
109(6)
Telecommunications
110(1)
Video
111(1)
Microcomputers
112(2)
Principles for Technology Use
114(1)
Guidelines for Teaching: Guiding Principles for Choosing Technology
114(1)
Music
115(1)
Weaving It All Together
116(1)
Summary
117(1)
Key Terms
118(1)
Reflection Questions
118(1)
Resources
119(2)
Language
121(57)
Language Acquisition
124(6)
The Prism Model: Language Acquisition for School
124(2)
Linguistic Processes
126(4)
Interdependence of First and Second Languages
130(4)
Guidelines for Teaching: Second-Language Written Input
134(1)
Second-Language Acquisition as a Natural, Developmental Process
134(11)
Social and Cultural Processes
135(7)
Cognitive Processes
142(2)
Guidelines for Teaching: Learning Strategies
144(1)
Instructional Approaches to Teaching a Second Language
145(14)
Current Approaches to ESL and Bilingual Instruction
146(1)
Guidelines for Teaching: Promising Practices for Heterogeneous Classrooms
146(2)
Guidelines for Teaching: What Is Sheltered Content Instruction? Who Benefits from It?
148(2)
Guidelines for Teaching: Sheltered Content Instruction Strategies
150(5)
Guidelines for Teaching: Supporting Students' First Languages
155(1)
Guidelines for Teaching: Translation and English Language Learners
156(3)
Teaching Language Arts in a Bilingual Classroom
159(5)
Defining Bilingual Proficiency
159(1)
Guidelines for Teaching: The Continuum of Bilingualism
160(1)
Dialect Diversity
160(2)
Guidelines for Teaching: Invented Spelling, Error Correction, and New Language Varieties
162(1)
Language Distribution in the Bilingual Language Arts Classroom
163(1)
Language and Multicultural Literature across the Curriculum
164(10)
Teaching Listening and Speaking
166(1)
Literacy in First and Second Languages
167(2)
Teaching Reading and Writing
169(3)
Guidelines for Teaching: The Acquisition of the Writing Process
172(1)
Multicultural Literature
173(1)
Guidelines for Teaching: Strategies for Incorporating Literature for Language Minority Adolescents and Young Adults
174(1)
Summary
174(1)
Key Terms
175(1)
Reflection Questions
175(1)
Resources
176(2)
Culture
178(46)
Perspectives on the Concept of Culture
181(5)
The Anthropological View of Culture
181(1)
Guidelines for Teaching: An Anthropological Definition of Culture
182(2)
Popular Views of Culture
184(2)
Processes in the Development of Cultural Identities
186(4)
Cultural Transmission
186(1)
Biculturalism
187(2)
Acculturation
189(1)
Assimilation
189(1)
Multicultural Education
190(4)
Cultural Pluralism as a Basis for Multicultural Education
190(1)
Dimensions of Multicultural Education
191(1)
Guidelines for Teaching: Characteristics of Multicultural Education
192(1)
Guidelines for Teaching: Five Dimensions of Multicultural Education
193(1)
Prejudice and Discrimination
194(8)
Marked and Unmarked Languages and Cultures
194(3)
Stereotypes
197(2)
Ethnocentrism
199(1)
Cultural Relativism
200(2)
The Role of Culture in Language Minority Achievement
202(11)
Deficit Theories
203(2)
Cultural Difference Theories
205(4)
Social, Economic, and Political Factors in Achievement
209(4)
Ethnographic Approaches to Cultural Understanding
213(7)
Cultural Compatibility Studies
214(3)
Sociocultural Theory and Knowledge Construction Studies
217(2)
Guidelines for Teaching: The Role of Culture in Education
219(1)
Summary
220(1)
Key Terms
221(1)
Reflection Questions
221(1)
Resources
222(2)
Mathematics and Science
224(41)
Rui's Encounter with More and Less
225(2)
Achievement of Language Minority Students in Mathematics and Science
227(4)
Contextualizing Math Performance of American Indian Students
230(1)
Current Standards and Math and Science Reform
231(3)
Guidelines for Teaching: Who Can Learn Math? All Students!
232(1)
Guidelines for Teaching: Six Principles for School Mathematics
233(1)
Guidelines for Teaching: Content and Process Standards for School Mathematics Pre-K-12
234(1)
Opportunity to Learn Standards
234(2)
Guidelines for Teaching: ``Opportunity to Learn'' Standards
235(1)
Language in Mathematics and Science Classrooms
236(15)
Use of L1 for Math and Science Instruction
237(2)
Content ESL/Sheltered English Instruction
239(2)
Guidelines for Teaching: The Integration of Second-Language Acquisition with Science Content
241(4)
Guidelines for Teaching: Vocabulary Development in Math and Science
245(2)
Guidelines for Teaching: Learning Strategies
247(1)
Linguistically and Cognitively Rich Environments
248(3)
Cultural Issues in Mathematics and Science
251(9)
Cross-Cultural Research and Developmental Universalities
252(3)
Ethnoscience and Ethnomathematics
255(3)
Activation of Student and Community Resources
258(2)
A Theme-Based Approach: Science, Technology, and Society
260(2)
Summary
262(1)
Key Terms
262(1)
Reflection Questions
263(1)
Resources
263(2)
Social Studies
265(42)
Guidelines for Teaching: Social Studies in Action
268(1)
Multiple Perspectives: A Framework for Social Studies
269(11)
A Social Studies Definition, Guidelines for Powerful Teaching, and Thematically Based Curriculum Standards
270(1)
Guidelines for Teaching: Social Studies Instruction
271(1)
Transmission, Social Science, and Critical Thinking Approaches
272(2)
Guidelines for Teaching: Ten Thematic Strands in Social Studies
274(1)
Multicultural Education
275(3)
Global Education
278(2)
Classroom Settings for Bilingual and ESL Social Studies
280(5)
Elementary Social Studies Classroom Settings
280(1)
Middle School and High School Social Studies Classroom Settings
281(1)
Guidelines for Teaching: Language Minority Students in Middle and High Schools
282(2)
Guidelines for Teaching: General Types of Social Studies Classes
284(1)
Methods for Social Studies Instruction
285(8)
Challenges of Social Studies Instruction
286(1)
Use of L1 and L2
287(2)
Instructional Strategies
289(1)
Guidelines for Teaching: Successful Social Studies Instructional Strategies
290(3)
Guidelines for Teaching: The Use of Electronic Media, Videos or DVDs in the Social Studies Classroom
293(1)
Critical Thinking and Study Skills Development
293(1)
Paying Attention to Social Studies Language Issues
294(5)
Guidelines for Teaching: The Use of Graphic Organizers
297(2)
Theme-Based, Integrated Social Studies Units
299(4)
Middle School Units on Protest and Conflict
299(1)
``Doing'' Social Studies: Three Examples
300(3)
Summary
303(1)
Key Terms
304(1)
Reflection Questions
304(1)
Resources
305(2)
Assessment
307(51)
Lorraine Valdez Pierce
Context for Assessment
308(8)
National Level
309(2)
Impact of No Child Left Behind
311(2)
State Level
313(1)
Local Level
314(1)
Guidelines for Teaching: Appropriate Test Use for Language Minority Students National Research Council
315(1)
Guidelines for Teaching: Why Are ESL/Bilingual Students Assessed?
316(1)
Basic Assessment Concepts
316(5)
Assessment Purpose
316(1)
Validity
316(4)
Guidelines for Teaching: Test-Taking Elements
320(1)
Reliability
320(1)
Types of Assessments
321(5)
School-Based Assessment
326(2)
Identification and Placement
326(2)
Achievement Testing/Accountability Systems
328(1)
Program Evaluation
328(1)
Classroom-Based Assessment
328(10)
Traditional and Student-Centered Teaching
328(4)
Guidelines for Teaching: Five Fundamental Assumptions
332(1)
Five Fundamental Assumptions
332(2)
Five Operating Principles
334(4)
Linking Assessment to Instruction
338(13)
Oral Language
339(1)
Reading/Writing
340(2)
Content Areas
342(6)
Coping with Standardized Tests
348(3)
Need for Long-Term Professional Development
351(3)
Guidelines for Teaching: Getting Started
353(1)
Summary
354(1)
Key Terms
355(1)
Reflection Questions
355(1)
Resources
356(2)
Bilingual Special Education
358(27)
Theresa A. Ochoa
Who Are the Students and How Many of Them Are There?
361(2)
Foundations for Bilingual Special Education
363(2)
Legislation
363(1)
Litigation
363(2)
Current Educational Policies
365(1)
IDEA Requirements in the Evaluation of Students for Special Education
365(1)
No Child Left Behind and LEPSPED Students
365(1)
English Language Learners in Special Education
366(3)
Overrepresentation in Special Education and Underrepresentation in Gifted and Talented Programs
367(1)
Underidentification and Referral of Culturally and Linguistically Diverse Students for Special Education Evaluation
368(1)
Understanding the Prereferral, Evaluation and Placement Processes
369(9)
Prereferral Process
370(1)
Identification and Referral for Special Education Evaluation
370(1)
Guidelines for Teaching: Prereferral Checklist
371(1)
Special Education Placement
371(4)
Understanding Parental Involvement and Advocacy
375(3)
Guidelines for Teaching: Helping Parents from Culturally Diverse Cultures Advocate for Their Children
378(1)
Rethinking Identification and Referrals of English Language Learners for Special Education Services
378(4)
Do We Really Want All CLD Students Out of Special Education?
379(1)
How Do ELLs with Disabilities Benefit from Special Education?
379(1)
Teaching Bilingual Special Education Students
380(1)
Guidelines for Teaching: Reciprocal Reading Comprehension Strategy Instruction
381(1)
Summary
382(1)
Key Terms
383(1)
Reflection Questions
383(1)
Resources
383(2)
School and Community
385(57)
Examples of Community Programs
388(2)
Community Programs in McAllen, Texas
388(1)
Community Programs in Arlington County, Virginia
389(1)
The Historical Context of Language Minority Communities
390(7)
Stages of Pluralism in the United States
390(3)
Court Cases as Reflections of Community Activism
393(2)
Community-Initiated Bilingual Programs in the 1970s
395(2)
Developing a Portrait of the Community
397(21)
Community Observations: One Teacher's Perspective
399(3)
Guidelines for Teaching: Characteristics of Ethnicity in the Community
402(2)
Guidelines for Teaching: Four Stages of Adjustment Experienced by Newcomer Parents
404(3)
The Socioeconomic Structure of the Community
407(1)
Guidelines for Teaching: Socioeconomic Issues to Address in the Development of a Community Portrait
408(1)
Guidelines for Teaching: Language Use in the Community
409(1)
Language Use in the Community
410(2)
Funds of Knowledge and Community-Based Research
412(4)
Ethnographies as Resources
416(2)
Pathways to Partnerships
418(20)
Legislation for Parent Participation
420(1)
Issues in the Development of Partnerships
421(10)
Family Literacy Programs and Other School-Community Partnerships
431(5)
Case Studies of Change from the Inside Out
436(2)
Summary
438(1)
Key Terms
439(1)
Reflection Questions
439(1)
Resources
440(2)
Afterword 442
Eugene E. Garcia
Glossary 1(1)
References 1(1)
Credits 1(1)
Index 1

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