TY  - BOOK
AU  - Levine,Linda New
AU  - McCloskey,Mary Lou
TI  - Teaching learners of English in mainstream classrooms (K-8): one class, many paths 
SN  - 9780205410590
AV  - PE1128.M478.T433 2009 
PY  - 2009///
CY  - Boston
PB  - Pearson Education
KW  - English language
KW  - Study and teaching (Elementary)
KW  - Foreign speakers
KW  - Study and teaching (Middle school)
KW  - Second language acquisition
N1  - 2; 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; 2
UR  - http://catdir.loc.gov/catdir/toc/ecip0819/2008022082.html
ER  -