Contents

Copyright
Preface
PART ONE Understanding the Roles of Language and Content
Chapter 1 Academic success: Learning the language of school

Key Issues
The language of school
Social language
- Everyday aspects
- Intercultural aspects
- Instructional aspects
Academic language
- Word/phrase level
- Sentence level features
- Discourse level features
- The developmental nature of academic language
- A comparison of social and academic languages
The BICS/CALP distinction
- Connection between BICS/CALP and the language of school
Extensions
- For Reflection
- For Action
References

Chapter 2 Language proficiency and communicative competence

Key Issues
Language proficiency
- Language domains
  - Receptive language
  - Productive language

- English language proficiency
- Levels of language proficiency
  - Starting
  - Emerging
  - Developing
  - Expanding
  - Bridging
Communicative competence
- Elements of communicative competence
The role of native languages and cultures
Translanguaging
Strategies for using the native language in the classroom
Extensions
- For Reflection
- For Action
References

PART TWO Components of Effective Lesson Design
Chapter 3 Assessing student strengths and needs

Key Issues
Background
Understanding strengths and needs
- Collecting general information
- Gathering information on learners’ language backgrounds
- Understanding educational/academic background
- Discovering content background and knowledge
- Exploring cultural background
Guidelines for understanding student strengths and needs
Conclusion
Extensions
- For Reflection
- For Action
References

Chapter 4 Writing and teaching to language objectives

Key Issues
Background
Understanding objectives
- Content objectives
- Language objectives
  - Constructing language objectives
Teaching to the language objectives
- Guidelines
Conclusion
Extensions
- For Reflection
- For Action
References

Chapter 5 Connecting to students’ lives

Key Issues
Background
- Understanding connections
  - Making personal connections
  - Making academic connections
Building background knowledge
Integrating connections
Guidelines for making connections
Conclusion
Extensions
- For Reflection
- For Action
References

Chapter 6 Designing Engaging Tasks

Key issues
Background
Understanding engagement and tasks
- Engagement
- Elements of tasks
  - Elements of task process
    - Instructional grouping
    - Modes
    - Task structure
    - Time and pacing
    - Scaffolding
    - Resources/texts
    - Teacher/student roles
    - Procedural tools
  - Elements of task product
Pedagogical connections
Techniques for making pedagogical connections
Guidelines for task design
Conclusion
Extensions
- For Reflection
- For Action

References

Chapter 7 Assessing Tasks, Students, and Lessons

Key Issues
Background
Understanding assessment
Purposes of assessment
Assessing student process and product
- Adapting traditional classroom assessments
Student roles in alternative assessments
Lesson examples
Homework
Additional guidelines for assessment
Assessing the lesson
Conclusion
Extensions
- For Reflection
- For Action

References

PART THREE Designing Lessons for Academic Success
Chapter 8 Unlocking the language of science

Key Issues
Potential challenges for ELLs in the science classroom
Science education: A focus on language

How do the NGSS define and shape academic language use?
The specialized language of science
Word/phrase level
Sentence level features
Discourse level features
- Science textbooks
Language functions

Selected strategies for learning and talking science
- Teaching students how to compare and contrast
- Teaching the language of cause and effect relationships
- Teaching Greek and Latin roots
Conclusion

Extensions

For reflection
For action

References

Chapter 9 Unlocking the language of mathematics

Key Issues
Potential challenges for ELLs in the mathematics classroom
Mathematics education and the Common Core State Standards

The specialized language of mathematics
Word/phrase level
Sentence level features
Discourse level features
Language functions

Teaching strategies for learning and talking mathematics
Conclusion

Extensions

For reflection
For action

References

Chapter 10 Unlocking the language of English language arts

Key Issues
Potential challenges for ELLs in the English language arts classroom
English language arts: Preparing students for the literacy demands of today and tomorrow

Multiliteracies
New literacies
Multimodalities

Effective literacy practices for ELLs in the elementary grades
- Theoretical orientation
- Additive perspective on language
- Emphasis on academic language
Literacy strategies
The language of English language arts
English language arts Common Core State Standards
- Word/phrase level
- Sentence level features
- Language functions
- Discourse level features
Conclusion
Extensions
- For Reflection
- For Action
References

Chapter 11 Unlocking the language of social studies

Key Issues
Potential challenges for ELLs in social studies classrooms
About the field of social studies
National curriculum standards for social studies and CCSS
The specialized language of social studies
- Word/phrase level
- Sentence level features
- Discourse level features
  - Difficulties presented by social studies textbooks and materials
  - Diverse written genres
- Strategies for teaching and learning social studies
  - Developing socially supportive classrooms
  - Explicit teaching of academic skills
  - Reducing cognitive load and increasing accessibility of complex content knowledge
- Conclusion
- Extensions
  - For Reflection
  - For Action
- References

Chapter 12 Putting it all together

Key Issues
Background
Understanding the whole
Lesson examples
- Adapting lessons
Guidelines for creating and adapting lessons
References

Appendices

Answers to the Common Teacher Behaviors Questions
Making Your First Home Visit: A Guide for Classroom Teachers
A reproducible copy of Figure 7.7.
A copy of Figure 7.7 without the criteria

License

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