Teaching learners of English in mainstream classrooms (K-8) : one class, many paths / Linda New Levine, Mary Lou McCloskey. [print]

Includes bibliographies and index.

part 1. Language acquisition and language learning in the classroom -- What do we know about first language acquisition? -- What is the nature of the first language environment? -- How is learning a second language in the classroom different from acquiring a first language? -- What are factors affecting acquisition? -- What strategies do ELLs use to acquire languages? -- What can ELLs tell us about positive classroom environments and learning experiences? -- part 2. Principles of integrated language teaching and learning -- Activity-based language teaching and learning -- Communicative teaching and learning -- part 3. Reaching out to home and community -- Teachers as cultural mediators -- How do teachers connect to the homes and families of their students? -- How can the school community support the education of English language learners? -- How can the community outside the school support the education of ELLs? -- part 4. Classroom management for integrated language learning -- First things first: feeling ready to learn -- Organizing the physical environment to promote language learning -- Organizing the classroom social environment to promote language learning -- Organizing instruction to promote language learning -- part 5. Strategies for oral language development -- Conditions for oral language learning -- Academic language learning -- Oral language development -- Stages of oral language development -- Teacher tools for oral language development -- Assessing oral language development -- part 6. Oral language development in the content classroom -- Content learning and oral language development -- Oral language development every which way -- Listening in while not tuning out -- Assessing listening and speaking skills in the content classroom -- part 7. Developing literacy with English learners: focus on reading -- What is literacy? -- What is unique about English language learners who are developing literacy? -- The language/literacy matrix -- What tools and strategies can we provide to help ELLs develop literacy? -- Issues in literacy development with older English learners -- Assessing ELL literacy development -- part 8. Developing literacy with English learners: focus on writing -- Why teach writing with English learners? -- How does writing develop with Ells? -- Connecting writing to active, communicative language teaching and learning -- Challenges of teaching writing to English learners -- Developing a writing environment -- Getting started: interactive writing -- Scaffolding learners through the writing process -- Assessing writing -- part 9. Structuring and planning content-language integrated lessons -- Lesson characteristics that support learning -- A lesson format for integrated learning -- Into the lesson: defining objectives, activating, and preparing for learning -- Through the lesson: input for active understanding, vocabulary development, and practical purpose -- Beyond the lesson: providing reasons for further communication -- part 10. Assessment tools for the integrated classroom -- What is assessment? -- What are the fundamental principles of classroom-based assessment for ELLs? -- What are the critical factors affecting the assessment of ELLs -- What are examples of authentic, performance-based classroom assessment? -- How do standards affect classroom assessment? -- part 11. Putting it all together thematically: developing content-based thematic units -- What is thematic instruction? -- Why teach thematically? -- How are thematic units structured? -- What about standards in a thematic unit? -- Organizing content curriculum in a thematic unit -- Organizing language curriculum in a thematic unit -- How can learning strategies be incorporated into a thematic unit? -- A last word.

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