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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

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

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