Features

Readers see clearly how contemporary language acquisition theory informs instruction, while getting invaluable suggestions and methods for motivating ELs’ English language literacy and content learning.

Connections with real classrooms and real students are made through illustrative chapter openings that include guiding questions and structured overviews for enhancing comprehension and promoting retention of the material.

Additional real-life illustrations that further bring the ideas alive include examples of speech and writing produced by K-12 students, and case studies and vignettes of students in classrooms.
Enhanced comprehension is accomplished through suggested activities at the end of each chapter. Included are classroom observations; teacher interviews; lesson planning; and evaluation of English learners’ oral language, reading, and writing.

Readers see how to:
Use an Informal Reading Inventory with English Language Learners.
Apply the 2007 TESOL English language proficiency standards to inform content-based, differentiated instruction for ELLs.
Understand differentiated instruction. Included are content-based lesson examples for oral language, vocabulary, emergent literacy, writing, reading/literature, and content area reading/writing.
Use graded books and electronic books. Included is detailed discussion of sustained silent reading and individualized reading.
Use guidelines and resources for selecting literature for students to read.
Work effectively with the errors beginning and intermediate writers make.

New To This Edition

New material includes an in-depth discussion of academic language; an exploration of the demands of Internet reading compared to traditional text reading; and a presentation of Response to Intervention (RtI) as applied to ELs.

Comprehension and retention of the material is enhanced through Visual/Spatial Structured Overviews at the beginning of each chapter. Readers are guided in previewing and reviewing the chapter material for improved retention.

Readers learn from the experts! Throughout the book, Expert Webcasts let readers actually see and hear what experts have to say about their areas of expertise.

Readers learn from real teachers and students! Throughout the book, Classroom Webcasts illustrate concepts and lessons and show how the lessons are implemented.

Help for preparing to teach ELs in today’s 21st Century classrooms is provided in discussions and examples of technology integrated throughout the book that include such activities as Scavenger Hunts, WebQuests, Projects, Blogs, Wikis, Podcasts, and Vodcasts, with links and samples lessons.

Concepts and lessons are illustrated through over 100 links to the Internet integrated throughout the book, providing immediate access to sites that help reinforce the material presented in the book.

Meeting the needs of all students?and learning to work successfully with students who are having difficulty reading and learning?is made easier through the discussions and examples of RTI (Response to Intervention) and discussions of differentiated instruction.

Students become familiar with the kind of language used in content texts in the thorough discussions of Academic Language, a key to EL’s future success in schools. (See Chs. 2, 9, and 10 in particular.)

Readers learn how Internet reading is both similar to and different from traditional print reading and how to help students read effectively on the Internet and see its implications for ELs. (Ch. 8)

Students get a more complete view of issues such as developmental sequences in English, primary language in second language acquisition, and academic language acquisition in the completely updated and revised Chapter 2 on Language and Language Acquisition.

Developing original lessons for ELs is made easier through an Internet resource box that offers a link to over 70 teaching strategies especially pitched to EL students. The strategies it includes contain videos of specific teaching strategies, plus written information on such topics as Cooperative Learning, DRTA, SDAIE, Revising, Phonics, CALLA, Graphic Organizers, and more. (Ch. 3)

Knowledge about using specific teaching strategies for vocabulary development is expanded in the new discussion on research on vocabulary for English learners and new strategies such as List-Group-Label, Total Physical Response, and Idiomatic expressions. (Ch. 6)