How the ELL brain learns / David A. Sousa. [print]

List of teaching tips About the author Acknowledgments Introduction Who are English language learners? ; Academic achievement of ELLs About this book Questions this book will answer Chapter contents Other helpful tools What do you already know? ; Chapter 1: Learning The First Language(s) ; Spoken language comes naturally Processing spoken language Role of the mirror neuron system Gender differences in language processing Structure of language Learning phonemes Learning words and morphemes Syntax and semantics From words to sentences Components of speaking and understanding language Levels of language comprehension Explicit comprehension Inferred comprehension Learning two first languages Are monolingual and bilingual brain's different? ; Do the two languages use the same or different brain regions? ; How do the two languages interact during speech? ; Can learning the school language too soon delay the first language? ; What's coming Key points to ponder Chapter 2: Learning A New Language (English) Later Challenge of acquiring a new language later Impact of the first language on acquiring the second language Impact of acquiring the second language on the first language Learning English is not easy Brief history of English Some considerations of learning English Impact of culture on learning a new language Other considerations for ELLs What 's coming Key points to ponder Chapter 3: Teaching English Language Listening And Speaking Searching for the best model How effective are immersion programs? ; Value of direct instruction Listening Assessing listening skills Metacognitive component of developing listening skills Speaking Overcoming reluctance to speak English Vocabulary Pronunciation Stress on words and sentences What's coming Teaching tips Key points to ponder Chapter 4: Teaching English Language Reading And Writing Reading Early stages of reading Letters to words Helping ELLs learn to read in English Writing Mechanics of writing Developing proficiency in writing and composition What's coming Teaching tips Key points to ponder Chapter 5: Teaching Language Arts And Social Studies Language components of learning content in English content-area reading Teaching English language arts to ELLs Language issues Cognitive and metacognitive issues Sociocultural issues Pedagogical issues Teaching social studies to ELLs Language issues Sociocultural issues Pedagogical issues What's coming Teaching tips Key points to ponder --

Chapter 6: Teaching Mathematics And Science Teaching mathematics to ELLs Language issues Cognitive issues Sociocultural issues Pedagogical issues Teaching science to ELLs Language issues Sociocultural issues Pedagogical issues What's coming Teaching tips Key points to ponder Chapter 7: Recognizing And Addressing Problems In Learning English Learning problem or learning disability? ; Dilemmas in identifying ELLs with disabilities What current research says Problems developing oral language proficiency Problems with reading in English Using valid assessment instruments Helping ELLs with learning disabilities Teacher preparation Response to intervention (RTI) ; Overcoming reading problems Overcoming problems in mathematics and science Overcoming writing problems What's coming Teaching tips Key points to ponder Chapter 8: Putting It All Together Diversity of English language learners Misconceptions about ELLs and English language acquisition Basic components for ELL instruction Professional development for ELL teachers What other teachers can do Enhancing ELL literacy Using technology Gifted and talented ELLs Identifying gifted and talented ELLs Conclusion Teaching tips Key points to ponder Glossary References Resources Index.

From the Back Cover: Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners in K-12 classrooms. Award-winning author and brain research expert David A. Sousa describes the linguistic reorganization needed to acquire another language after the age of 5 years. He supplements this information with immediately applicable tools, including a self-assessment pretest for gauging your understanding of how the brain learns languages; ready-to-use brain-compatible strategies for teaching English learners across the curriculum; an entire chapter about how to detect English language learning problems, with sections on the social, cultural, and physical causes. Each chapter features teaching tips that translate the research into step-by-step classroom applications. Also included are intervention strategies to use with struggling ELLs, including methods for working with older students.

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