Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms
Edition: 4
Copyright: 2015
Edition: 4
Copyright: 2015
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Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms helps teachers effectively educate ELL students in their classrooms. This book provides English learners with the methodology to improve English and academic content proficiency as well as provide a vehicle for understanding ELLs’ cultural background. This text helps teachers to provide more effective instruction by offering cultural insight and comprehension of the student's language acquisition process.
Pedagogy Features:
- Key Issues – each chapter opens with a list of important key issues that are fully discussed throughout the chapter.
- Classroom Vignettes – these anecdotal examples illustrate authentic situations of language teachers and learners, which help teachers to understand the complex process of language learning.
- Points to Remember – summarize and highlight the main ideas of the chapter; these conclude each chapter.
- Applications and Activities – provide pre-service teachers specific ideas to incorporate in designing their own lessons.
- Internet Resources NEW! – A listing of Internet websites and videos used to support the information presented in the chapter.
- Ancillary Materials NEW! – PowerPoint slides, test banks of multiple choice, true/false, essay and short answer questions as well as interactive electronic resources accompany each chapter.
New to the 4th edition:
- A new chapter: New Standards and Teachers of Today, a chapter devoted to understanding and implementing the Common Core State Standards while instructing ELLs and mainstream students in the same classroom. A new appendix: Tying is All Together: Tools for the Teacher, an appendix with sample material including templates, organizational ideas, and differentiation charts.
- Information concerning the Common Core State Standards, climate change in science, math proficiency, and technological literacy.
- Updated citations and charts as well as information on proficiency standards for classroom instruction and assessment.
- Updated technology chapter includes the use of recent classroom technology and ways for teachers to align with the phenomenon of social networking for use as instructional tools.
- And much more!
Foreword
Preface
Acknowledgments
About the Authors
About the Contributors
Part One: Multicultural Issues in Teaching English as a New
or Second Language
1. Multicultural Education, Susanne I. Lapp
2. Culture in the Classroom, Eileen N. Whelan Ariza
3. Language Determines Culture, Eileen N. Whelan Ariza
4. Examining American Values, Eileen N. Whelan Ariza
5. Culture Shock: Reaction to an Unfamiliar Environment,
Eileen N. Whelan Ariza
6. Differences in Verbal Communication, Eileen N. Whelan Ariza
7. Nonverbal Communication, Eileen N. Whelan Ariza
8. Teaching and Learning Styles: A Reflection of Cultural Backgrounds,
Eileen N. Whelan Ariza
9. Cultural Implications for Refugees, Immigrants, and English Learners in the
United States, Eileen N. Whelan Ariza
10. A Rainbow of Children: A Sampler of Cultural Characteristics, Eileen N.
Whelan Ariza
11. Interesting Insights and Cultural Facts, Eileen N. Whelan Ariza
Part Two: Principles and Practices in Language Teaching
12. Teaching for Communication, Carmen A. Morales-Jones
13. Methods/Approaches of Teaching ESOL: A Historical Overview,
Caitlin McHugh and Eileen Whelan Ariza
14. Principles of Communicative Language Teaching, Hanizah Zainuddin and
Caitlin McHugh
Part Three: Organizing and Planning for New or Second Language
Instruction
15. Integrating Language and Content, Carmen A. Morales-Jones and
Caitlin McHugh
16. Curriculum Design and Day-to-Day English Language Instruction,
Carmen A. Morales-Jones and Eileen Whelan Ariza
Part Four: Development and Instruction of Language Skills for English
Language Learners (ELLs)
17. English Language Listening Development and Instruction,
Noorchaya Yahya
18. English Language Oral Development and Instruction, Noorchaya Yahya
19. English Language Vocabulary Development and Instruction,
Noorchaya Yahya
20. English Language Learners’ Reading Development and Instruction,
Maria Coady and Eileen Whelan Ariza
21. English Language Learners’ Writing Development and Instruction,
Hanizah Zainuddin and Maria Coady
22. Teaching Grammar to English Learners in the Mainstream Classroom,
Linda Gerena
Part Five: Teaching ESO L through the Content Areas
23. New Standards and Teachers of Today, Eileen Whelan Ariza
and Katee Anderson
24. Effective Strategies for Teaching Mathematics to English Language Learners
(ELLs), Joe Furner
25. Teaching and Learning through the Arts: Strategies for English Language
Learners (ELLs), Susannah Brown
26. Teaching Science to English Language Learners, Joan Lindgren and
Julie Lambert
27. Social Studies from a Global Perspective: Effective Pedagogy for English
Language Learners, Toni Fuss Kirkwood-Tucker and E. Andy Brewer
28. Special Education and the Linguistically Diverse Student, Cynthia Wilson and
Margarita Bianco
29. Using Technology with English Learners, Susanne I. Lapp, Sherrie Sacharow,
and Renee Zelden
Appendix A. Tying it All Together: Tools for the Teacher, Agostina Mittone
Appendix B. ESOL Instructional Strategies Matrix
Appendix C. Lesson Plan: The Water Cycle
Appendix D. Student Data Tracking and Graphing
Appendix E. Charlie and the Chocolate Factory
References
Index
Eileen N. Whelan Ariza received her Ed.D. in Multilingual/Multicultural Education from the University of Massachusetts, Amherst, and her MAT in TESOL, Spanish as a Second Language, and her Bilingual/Multicultural Endorsement from the School of International Training in Brattleboro, Vermont. A Teaching Fellow for many years at Harvard University's English Language Institute, she is a professor in Florida Atlantic University's teacher education program, and is ESOL Coordinator for the College of Education, where she prepares both prospective and current teachers in the undergraduate and graduate programs. A three time Fulbright Scholar to Mexico, Costa Rica, and Malta, Ariza has taught English as a foreign/second language methodology in several countries to teachers, and ESOL to students ranging from preschoolers to the elderly. Her primary research interests are in ESOL, both in the United States and overseas, cross-cultural communication, and preparation of mainstream teachers with English learners in their classroom. Ariza has authored and co-authored several popular textbooks (e.g., Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. (3nd Ed). Boston, MA: Pearson; Why TESOL? Theories and issues in teaching English as a second language for K-12 teachers. (4th Ed.). Dubuque, IA: Kendall/Hunt Publishing, and over 85 peer reviewed publications.
Noorchaya Yahya received her Ph.D. in rhetoric and linguistics from Indiana University of Pennsylvania. She has taught ESL for more than ten years at institutions of higher learning both inside and outside of the United States. She is currently involved in the training of pre-service teachers for ESOL endorsement and in-service teachers for ESOL certification in Florida. Her research interests lie in the areas of second language writing, teacher education, and second language acquisition.
Carmen A. Morales-Jones received her Ph.D. in Curriculum and Integrative Studies from Florida State University, Tallahassee, in 1975. her career encompasses the teaching of ESL and French at the Laboratory School of the University of Puerto Rico, as well as teacher training at Florida Atlantic University in the area of language acquisition (language arts for elementary education majors, foreign languages for foreign language majors, and English as a new language for elementary pre-service teachers and in-service teachers). Currently, she is on retirement after having served as a professor of education at Florida Atlantic University for thirty years. She teaches and supervises student teachers and interns in the spring semesters. Her research interests are in the areas of teacher training, English language acquisition, and foreign language teaching.
Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms helps teachers effectively educate ELL students in their classrooms. This book provides English learners with the methodology to improve English and academic content proficiency as well as provide a vehicle for understanding ELLs’ cultural background. This text helps teachers to provide more effective instruction by offering cultural insight and comprehension of the student's language acquisition process.
Pedagogy Features:
- Key Issues – each chapter opens with a list of important key issues that are fully discussed throughout the chapter.
- Classroom Vignettes – these anecdotal examples illustrate authentic situations of language teachers and learners, which help teachers to understand the complex process of language learning.
- Points to Remember – summarize and highlight the main ideas of the chapter; these conclude each chapter.
- Applications and Activities – provide pre-service teachers specific ideas to incorporate in designing their own lessons.
- Internet Resources NEW! – A listing of Internet websites and videos used to support the information presented in the chapter.
- Ancillary Materials NEW! – PowerPoint slides, test banks of multiple choice, true/false, essay and short answer questions as well as interactive electronic resources accompany each chapter.
New to the 4th edition:
- A new chapter: New Standards and Teachers of Today, a chapter devoted to understanding and implementing the Common Core State Standards while instructing ELLs and mainstream students in the same classroom. A new appendix: Tying is All Together: Tools for the Teacher, an appendix with sample material including templates, organizational ideas, and differentiation charts.
- Information concerning the Common Core State Standards, climate change in science, math proficiency, and technological literacy.
- Updated citations and charts as well as information on proficiency standards for classroom instruction and assessment.
- Updated technology chapter includes the use of recent classroom technology and ways for teachers to align with the phenomenon of social networking for use as instructional tools.
- And much more!
Foreword
Preface
Acknowledgments
About the Authors
About the Contributors
Part One: Multicultural Issues in Teaching English as a New
or Second Language
1. Multicultural Education, Susanne I. Lapp
2. Culture in the Classroom, Eileen N. Whelan Ariza
3. Language Determines Culture, Eileen N. Whelan Ariza
4. Examining American Values, Eileen N. Whelan Ariza
5. Culture Shock: Reaction to an Unfamiliar Environment,
Eileen N. Whelan Ariza
6. Differences in Verbal Communication, Eileen N. Whelan Ariza
7. Nonverbal Communication, Eileen N. Whelan Ariza
8. Teaching and Learning Styles: A Reflection of Cultural Backgrounds,
Eileen N. Whelan Ariza
9. Cultural Implications for Refugees, Immigrants, and English Learners in the
United States, Eileen N. Whelan Ariza
10. A Rainbow of Children: A Sampler of Cultural Characteristics, Eileen N.
Whelan Ariza
11. Interesting Insights and Cultural Facts, Eileen N. Whelan Ariza
Part Two: Principles and Practices in Language Teaching
12. Teaching for Communication, Carmen A. Morales-Jones
13. Methods/Approaches of Teaching ESOL: A Historical Overview,
Caitlin McHugh and Eileen Whelan Ariza
14. Principles of Communicative Language Teaching, Hanizah Zainuddin and
Caitlin McHugh
Part Three: Organizing and Planning for New or Second Language
Instruction
15. Integrating Language and Content, Carmen A. Morales-Jones and
Caitlin McHugh
16. Curriculum Design and Day-to-Day English Language Instruction,
Carmen A. Morales-Jones and Eileen Whelan Ariza
Part Four: Development and Instruction of Language Skills for English
Language Learners (ELLs)
17. English Language Listening Development and Instruction,
Noorchaya Yahya
18. English Language Oral Development and Instruction, Noorchaya Yahya
19. English Language Vocabulary Development and Instruction,
Noorchaya Yahya
20. English Language Learners’ Reading Development and Instruction,
Maria Coady and Eileen Whelan Ariza
21. English Language Learners’ Writing Development and Instruction,
Hanizah Zainuddin and Maria Coady
22. Teaching Grammar to English Learners in the Mainstream Classroom,
Linda Gerena
Part Five: Teaching ESO L through the Content Areas
23. New Standards and Teachers of Today, Eileen Whelan Ariza
and Katee Anderson
24. Effective Strategies for Teaching Mathematics to English Language Learners
(ELLs), Joe Furner
25. Teaching and Learning through the Arts: Strategies for English Language
Learners (ELLs), Susannah Brown
26. Teaching Science to English Language Learners, Joan Lindgren and
Julie Lambert
27. Social Studies from a Global Perspective: Effective Pedagogy for English
Language Learners, Toni Fuss Kirkwood-Tucker and E. Andy Brewer
28. Special Education and the Linguistically Diverse Student, Cynthia Wilson and
Margarita Bianco
29. Using Technology with English Learners, Susanne I. Lapp, Sherrie Sacharow,
and Renee Zelden
Appendix A. Tying it All Together: Tools for the Teacher, Agostina Mittone
Appendix B. ESOL Instructional Strategies Matrix
Appendix C. Lesson Plan: The Water Cycle
Appendix D. Student Data Tracking and Graphing
Appendix E. Charlie and the Chocolate Factory
References
Index
Eileen N. Whelan Ariza received her Ed.D. in Multilingual/Multicultural Education from the University of Massachusetts, Amherst, and her MAT in TESOL, Spanish as a Second Language, and her Bilingual/Multicultural Endorsement from the School of International Training in Brattleboro, Vermont. A Teaching Fellow for many years at Harvard University's English Language Institute, she is a professor in Florida Atlantic University's teacher education program, and is ESOL Coordinator for the College of Education, where she prepares both prospective and current teachers in the undergraduate and graduate programs. A three time Fulbright Scholar to Mexico, Costa Rica, and Malta, Ariza has taught English as a foreign/second language methodology in several countries to teachers, and ESOL to students ranging from preschoolers to the elderly. Her primary research interests are in ESOL, both in the United States and overseas, cross-cultural communication, and preparation of mainstream teachers with English learners in their classroom. Ariza has authored and co-authored several popular textbooks (e.g., Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. (3nd Ed). Boston, MA: Pearson; Why TESOL? Theories and issues in teaching English as a second language for K-12 teachers. (4th Ed.). Dubuque, IA: Kendall/Hunt Publishing, and over 85 peer reviewed publications.
Noorchaya Yahya received her Ph.D. in rhetoric and linguistics from Indiana University of Pennsylvania. She has taught ESL for more than ten years at institutions of higher learning both inside and outside of the United States. She is currently involved in the training of pre-service teachers for ESOL endorsement and in-service teachers for ESOL certification in Florida. Her research interests lie in the areas of second language writing, teacher education, and second language acquisition.
Carmen A. Morales-Jones received her Ph.D. in Curriculum and Integrative Studies from Florida State University, Tallahassee, in 1975. her career encompasses the teaching of ESL and French at the Laboratory School of the University of Puerto Rico, as well as teacher training at Florida Atlantic University in the area of language acquisition (language arts for elementary education majors, foreign languages for foreign language majors, and English as a new language for elementary pre-service teachers and in-service teachers). Currently, she is on retirement after having served as a professor of education at Florida Atlantic University for thirty years. She teaches and supervises student teachers and interns in the spring semesters. Her research interests are in the areas of teacher training, English language acquisition, and foreign language teaching.