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

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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