Content-Based Second Language Teaching and Learning

Description

This new edition includes a number of features that help teachers better connect to professional development standards, such as the Common Core Standards and WIDA. Important new ideas and suggestions for teaching to the diversity of students in today’s classrooms.

• Teachers are able to connect professional development standards with classroom practices in the chapter Reflect and Respond activities that focus on professional development, integrating TESOL/National Council for Accreditation of Teacher Education (NCATE) Standards for P-12 teacher education and/or ACTFL/NCATE Standards.
• The opportunity to reflect on the Comprehension Questions for each topic is enhanced by this edition’s inclusion of the questions at the end of each chapter, rather than at the end of the book.
• Mainstream teachers get practical tips, ideas, and strategies for working with ELLs in the Mainstream Teachers Who Work With ELLs feature in each chapter.
• Teachers have access to technology resources, applications, and materials to assist with teaching and learning in the Technology Highlights that appear in each chapter.
• Assistance for actively advocating for language learners and programs is provided to help teachers and administrators with this sometimes-difficult area of responsibility.
• The ability to accommodate special needs learners is facilitated with this edition’s inclusion of useful tips, skills, ad strategies for use with a wide range of culturally, linguistically, and cognitively diverse learners.
• Teachers can easily see how to include Common Core and WIDA Standards, as well as 21^st Century Skills in lessons and activities through new discussions and examples highlighting the importance and alignment of these national standards and skills.
• A broader examination of the diversities of learners is presented in Chapter 8, which is now called “Interactive Approaches to Working With Millennial Learners.”
• Teachers get a deeper understanding of the idea of multiple literacies in Chapter 5, “Interactive Approaches to Addressing Multiple Literacies.

Section I: Language, Language Learning, and Language Acquisition

Chapter 1: How Languages Are Learned and Acquired through Content

Section II: Interactive Instructional Practice in Content-Based Settings

Chapter 2: Planning for Today’s Millennial Learners and a Standards-Based Classroom

Chapter 3: A Critique of Methods and Approaches in Language Teaching

Chapter 4: Evaluating and Creating Interactive and Content-Based Assessment

Chapter 5: Foregroundign Oral Communication

Chapter 6: Literacy and the English Language Learner

Chapter 7: Foregrounding Written Communication in Content-Based Second-Language Teaching and Learning

Chapter 8: Interactive Approaches for Working with Diverse Learners

Chapter 9: Integrating Technology in an Interactive, Content-Based Classroom

Pre- and in-service mainstream teachers can turn to this unique guide for a practical, interactive approach for teaching the English learners and world language students in their regular classrooms. In it they get a number of engaging features, opportunities for reflection, important new ideas and suggestions, and a variety of ways to better connect to standards such as the Common Core State Standards and WIDA.

Featuring work from the socio-cultural and psycholinguistic fields of study, the book offers today’s teachers an engaging perspective on interactive, content-based language teaching and learning, plus more methodological approaches to teaching in EL settings than virtually any other book on the market. It’s the ideal resource for undergraduate, pre-service, and mainstream general educator teachers who are faced with the challenges of teaching to today’s diverse groups of students.

In this new edition:

• Teachers can easily see how to include Common Core and WIDA standards, as well as 21st Century Skills, in lessons through new discussions and examples highlighting the importance and alignment of these national standards and skills.
• Technology Highlights in each chapter give teachers access to technology resources, applications, and materials to assist with teaching and learning.
• Teachers are able to connect professional development standards with classroom practices in the chapter Reflect and Respond features, integrating TESOL/NCATE standards for P-12 teacher education and ACTFL/NCATE standards.
• Mainstream teachers get practical tips, ideas, and strategies for working with ELLs in each chapter.

Also from author Marjorie Hall Haley:

Through a number of informative and reflective features, teachers get the opportunity to:

• Prepare to learn the concepts of each chapter in This Chapter Will Feature and In This Chapter You Will Examine sections.
• Understand the chapter framework in What Does the Research Say sections.
• Discuss, reflect, and assess new information in Think/Pair/Share, Reflect/Respond/Act, Discuss and Reflect, and Ask Yourself These Questions features throughout each chapter.
• Improve content comprehension through the Glossary of Terms and Additional Resources, including professional organizations, web sites, and national and international professional journals for further reference.
• Create meaningful questions to examine through investigation in an Action Research project connecting theory to practice.
• Apply chapter content with the help of a case study drawn from actual teaching scenarios.

A variety of unique pedagogical features help to maximize reader comprehension:

• What Do Teachers Have To Say features teachers offering candid views of the classroom life associated with the chapter topics.
• Field-Based Experience suggests classroom and school setting activities and opportunities for readers to practice what they have read.
• Application Activity suggests activities for student teaching that apply theory to practice.

Teachers get the opportunity to put practical, “how-to” second language teaching methods to work in their classrooms with English Learners or world language students.

Here are practical suggestions and ideas culled from the psycholinguistics and socio-cultural fields of study, offering today’s teachers an engaging perspective on interactive, content-based language teaching and learning. Offering more methodological approaches to teaching English Learners than virtually any other book on the market, it’s the ideal resource for undergraduate, pre-service, and mainstream general educator teachers who are learning how to teach English Learners or world language students in their classrooms. Novice teachers get the chance to interact with the text, reflect and consult with colleagues, partners, and classmates by reflecting and responding, revisiting their responses, and completing activities related to the content.

For any pre- or in-service mainstream teacher learning how to teach the English Language Learners or world language students in their classrooms—or those who simply want to get better at it—here is an interactive approach that’s packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to professional development standards like the Common Core Standards and WIDA.

Content-Based Second Language Teaching and Learning gives readers opportunities to interact with the material; reflect and consult with colleagues, partners, and classrooms; revisit their responses; and get assistance from accompanying PowerPoint presentations online that focus on the key concepts of each chapter. Packed with practical, how-to ideas and techniques culled from two critical fields of study—psycholinguistics and socio-cultural—it offers today’s teachers more methodological approaches to teaching in ESL settings than virtually any other book on the market.

Dr. Marjorie Hall Haley is tenured Professor of Education and Director of Foreign Language Teacher Licensure in the Graduate School of Education at George Mason University in Fairfax, VA. Dr. Haley holds a PhD in Foreign Language Education and English as a Second Language from the University of Maryland, College Park. She has also earned a Master’s degree in education and advanced studies certificates from Towson University and Johns Hopkins University, respectively. In her 25th year at George Mason University, she teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. Dr. Haley’s research and publication record is wide. Her most recent book is, Brain-compatible Differentiated Instruction for English Language Learners (2010), published by Pearson. In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org

Theresa Y. Austin is Professor of Education in the School of Education, in the Language, Literacy and Culture Concentration’s Bilingual, ESL and Multicultural Education Program at the University of Massachusetts, Amherst.