| 000 -LEADER |
|---|
| fixed length control field |
06709cam a2200409 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
9294287 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20231114190118.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
170517t20162016onca b 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781487520496 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1487520492 (pbk) |
| 024 ## - OTHER STANDARD IDENTIFIER |
|---|
| Standard number or code |
99977667528 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)ocn957030734 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(CaBVaU)9294287 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
NhCcYBP |
| Language of cataloging |
eng |
| Transcribing agency |
NhCcYBP |
| Description conventions |
rda |
| Modifying agency |
UtOrBLW |
| -- |
JCRC |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LC3715 |
| Item number |
.C63 2016 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.0071 |
| Edition number |
23 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
LC3715 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
.C63 2016 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Coelho, Elizabeth, |
| Dates associated with a name |
1946- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Adding English : |
| Remainder of title |
a Guide to Teaching in Multilingual Classrooms / |
| Statement of responsibility, etc. |
Elizabeth Coelho. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Toronto, ON ; |
| -- |
Buffalo, NY : |
| Name of producer, publisher, distributor, manufacturer |
University of Toronto Press, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2016. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 329 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references at the end of each chapter as well as a glossary and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Preface to the Second Edition |
| Title |
Terms -- Organization -- How to Use This Book |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
I. A WELCOMING ENVIRONMENT |
| Title |
1. English Language Learners from Far and Near -- Where do English Language Learners Come From? -- Understanding the Needs of English Language Learners -- Welcoming Newcomers to the School -- Key Ideas in This Chapter -- To Learn More... |
| -- |
2. An Inclusive Classroom Environment -- Welcoming and Introducing Newcomers -- Class Photographs -- Language Questionnaires, Surveys, and Profiles -- Routes and Roots -- Inclusive Displays -- Peer Tutors and Partners -- Support for the Efforts of Language Learners -- A Multilingual Classroom Environment -- Intercultural Perspectives -- Implementing Intercultural Education through Literature Circles -- Key Ideas in This Chapter -- To Learn More... |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
II. HOW ENGLISH WORKS |
| Title |
3. I Say Tomato: The Sound System of English -- Phonology: The Sounds of Language -- The Sounds of English -- Learning the Sounds of English -- Teaching Pronunciation -- Key Ideas in This Chapter -- To Learn More... |
| -- |
4. No More Red Pen: Teaching English Grammar -- The Rules of Language -- What Is Grammar? -- Elements of English Grammar -- Teaching Grammar -- Key Ideas in This Chapter -- To Learn More... |
| -- |
5. In Other Words: The Power of English Vocabulary -- Where Do English Words Come From? -- How Many Words? -- Which Words? -- The Structure of English Words -- Learning New Words -- Key Ideas in This Chapter -- To Learn More... |
| -- |
6. English in Real Life: Communicative Competence -- Discourse Competence -- Sociolinguistic Competence -- Strategic Competence -- Key Ideas in This Chapter -- To Learn More... |
| -- |
7. The Ritn Wird: Reading and Writing in English -- Differences between Writing and Speech -- Writing Systems around the World -- Reading and Writing in English -- Developing Reading and Writing Skills in English -- Key Ideas in This Chapter -- To Learn More... |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
III. THE LANGUAGE LEARNING ENVIRONMENT |
| Title |
8. Understanding Second Language Acquisition -- How Do People Acquire Language(s)? -- What Are the Ideal Conditions for Language Learning? -- Do Young Children Learn Languages Better Than Older Students? -- How Long Does It Take an English Language Learner to Learn English? -- Should I Insist on English Only? -- Should I Teach Grammar? -- What about Phonics? -- Should I Correct Students' Mistakes? -- How Can I Encourage Students to Participate in Class? -- How Can I Promote a Positive Approach to Language Learning? -- What about Students Who Speak Another Variety of English? -- To Learn More... |
| -- |
9. Organizing Language Instruction -- Organizing the Language Program -- Methods of Second Language Instruction -- A Team Approach -- Key Ideas in This Chapter -- To Learn More... |
| -- |
10. Creating a Supportive Language Learning Environment -- Providing Comprehensible Instruction -- Providing Supportive Feedback -- Incorporating Students' Languages -- Cooperative Learning -- Key Ideas in This Chapter -- To Learn More... |
| -- |
11. Supporting Beginning Language Learners -- Functional Language -- Visual Support -- Copying and Labelling -- Physical Activity -- Experience-Based Learning -- Language Experience Stories -- Listening to Recorded Stories -- Games and Puzzles -- If You Want to Get Started... -- Key Ideas in This Chapter -- To Learn More... |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
IV LANGUAGE LEARNING ACROSS THE CURRICULUM |
| Title |
12. Integrating Language and Content Instruction -- Key Visuals -- Intensive Reading -- Integrated Vocabulary Instruction -- Integrated Grammar Instruction -- Writing Scaffolds -- Journals -- The Writing Process -- Guided Projects -- Integrating the Arts -- Alternative Resource Material -- Key Ideas in This Chapter -- To Learn More... |
| -- |
13. Planning instruction and Assessment -- Stages of Development in English as a Second Language -- A Framework for Planning Instruction -- Alternative Approaches to Assessment and Evaluation -- Evaluation and Reporting -- Putting It All Together: Planning Effective Instruction and Assessment for ELLs -- To Learn More... |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Afterword: A Great Adventure |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"When the first edition of this book was published a dozen years ago, teachers throughout the English speaking world were becoming increasingly aware of students in their classes whose linguistic and cultural backgrounds were different from their own. Since then, classrooms have become even more diverse; as this revised edition is being published, many teachers are welcoming newly arrived students from Syria, Ethiopia, and many other countries in political and economic turmoil. This movement of people is likely to increase as populations around the world deal with the effects of war and the devastating consequences of climate change on local economies. These newly arrived students are potentially a valuable human resource to their receiving countries, all of which are facing the effects of an aging population and need new human capital for their future prosperity. This book is intended to help teachers make that potential a reality by providing appropriate and sufficient supports to English Language Learners (ELLs) as they deal with the double challenge of learning the language of instruction at the same time as they are learning the curriculum. The basic organization of the new edition remains the same, but some content has been revised to reflect new research in the field and new program initiatives." |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Linguistic minorities |
| General subdivision |
Education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multicultural education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching (Foreign speakers) |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1qgui7k/alma991007777799705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1qgui7k/alma991007777799705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
