| 000 -LEADER |
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| fixed length control field |
01313cam a2200265 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
13875761 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190314220942.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
050217s2006 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2005042133 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0205392512 (pbk) |
| 024 ## - OTHER STANDARD IDENTIFIER |
|---|
| Source of number or code |
9780205392513 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)ocm58422651 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Gonzalez, Virginia. |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
University of Cincinnati |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
8 English-as-a-Second-Language (ESL) Teaching and Learning : |
| Remainder of title |
Pre-K-12 Classroom Applications for Students' Academic Achievement and Development / |
| Statement of responsibility, etc. |
Virginia Gonzalez, Thomas Yawkey, Liliana Minaya-Rowe ; foreword by Josefina Villamil Tinajero. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st Ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2006. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxxviii, 376 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Every chapter includes review questions, critical thinking questions, activities, a glossary and references. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
''A long-awaited resource, English-as-a-Second-Language Teaching and Learning: Pre-K-12 Classroom Applications for Students' Academic Achievement & Development provides the most current, research-based, and high-quality pedagogical and assessment approaches and strategies that respond to current federal policy and high-stakes national and professional standards, and that can effectively increase academic achievement in at-risk English language learners. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
With an innovative approach, well-respected authors Virginia Gonzalez, Thomas Yawkey, and Liliana Minaya-Rowe use parallels between ESL, sociocultural, sociohistorical, socioeconomic, and educational backgrounds of former eastern and southern European immigrants during the Ellis Island years to persuade current teachers to become committed advocates for contemporary ESL Hispanic and Asian immigrant students. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Key Features of the Book: |
| Title |
Case examples, thought-provoking questions, activities, and instructional goals are provided throughout chapters.<br/> |
| -- |
State-of-the-art from research to practice information across chapters<br/> |
| -- |
Two themes that organize content-for ESL and all teachers to develop a personal connection and become committed and caring mentors for ESL students are developed and woven throughout the book explaining the what, how, and why to instruct and assess English language learners.<br/> |
| -- |
Includes unique chapters on US immigration history for ESL populations, policy and professional organization standards, linking assessment to instruction, educational applications of technology, professional development issues, and a dialogue with authors across book themes (Chs. 1, 2, 7, 8, 9).'' --Back Cover |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part I: FOUNDATIONS OF ESL TEACHING AND LEARNING: THEMATIC AND THEORETICAL PERSPECTIVES, AND DEMOGRAPHIC AND POLICY REALITY OF ESL STUDENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER ONE. The Role of Immigrant ESL Students in the History of U.S Education: Making a Personal Connection |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PARALLELS BETWEEN IMMIGRATION WAVES THROUGH ELLIS ISLAND AND TODAY’S IMMIGRANTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
COLONIAL AND REVOLUTIONARY ERAS (LATE 1500S TO LATE 1700S) |
| Title |
The First Settlers: America from the Late 1500s through the Late 1700s<br/> |
| -- |
The Colonies<br/> |
| -- |
From the Revolution to Independence<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FIRST IMMIGRATION WAVE: MID-1800S TO EARLY 1900S |
| Title |
Causes and Effects of Immigration of Eastern and Northern Europeans to the United States<br/> |
| -- |
The Assimilation Movement in the U.S. School Culture<br/> |
| -- |
Schooling Conditions of Immigrants<br/> |
| -- |
Institutionalization of Public Schools as Sociocultural Agents<br/> |
| -- |
Post-World War I Years (1915-1929)<br/> |
| -- |
Family Life of Immigrants<br/> |
| -- |
Working Conditions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SECOND IMMIGRATION WAVE: ASSIMILATION |
| Title |
What’s in a Name? Cultural Adaptation through Name Changes<br/> |
| -- |
What’s in a Clothing Style? Adoption of American Styles of Dress<br/> |
| -- |
Factors Affecting the Degree and Pace of Cultural Adaptation and Assimilation<br/> |
| -- |
Gender Roles<br/> |
| -- |
Immigrants Returning to Europe<br/> |
| -- |
Housing Conditions<br/> |
| -- |
Working Conditions: Impact on Economic Status<br/> |
| -- |
The Internal Migration of African Americans: Schooling Conditions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THIRD AND FOURTH IMMIGRATION WAVES |
| Title |
The Civil Rights Era: 1960s-1980s<br/> |
| -- |
Segregation in Public Schools: 1960s to the Present<br/> |
| -- |
Equal Educational Opportunity for the Poor |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE NEW IMMIGRANTS OF THE 1980s, 1990s, AND 2000s<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: OVERVIEW OF THE BOOK THEME AND RECOMMENDATIONS FOR EDUCATORS FOR BETTER SERVING ESL STUDENTS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER TWO: Understanding the Demographics and Policies of Language Diversity in the United States |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE DEMOGRAPHIC SHIFT AND PERSPECTIVE: GROWTH OF THE LINGUISTICALLY AND CULTURALLY DIVERSE POPULATION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INCREASE OF THE FOREIGN-BORN POPULATION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ESL STUDENTS’ PUBLIC SCHOOL ENROLLMENT LEVELS<br/> |
| Title |
Numbers of ESL Students in the United States<br/> |
| -- |
Numbers of ESL Students by Grade<br/> |
| -- |
ESL Students’ Language Backgrounds<br/> |
| -- |
How Do ESL Students Fare in School? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE DEMOGRAPHIC IMPERATIVE AND EDUCATIONAL RESPONSE: LEGAL FRAMEWORKS AND POLICIES TO MEET THE NEEDS OF ESL STUDENTS |
| Title |
Program Models |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TEACHER QUALITY AND CERTIFICATION GUIDELINES<br/> |
| Title |
No Child Left Behind Requirements for Highly Qualified Teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
STANDARDS FOR INSTRUCTION<br/> |
| Title |
Content Area Textbooks and ESL Students<br/> |
| -- |
National Science Education Standards and the ESL Students<br/> |
| -- |
National Council of Teachers of Mathematics Standards and the ESL Students<br/> |
| -- |
National Council for Social Studies Standards and the ESL Students<br/> |
| -- |
TESOL Standards for Pre-K-12 Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE HISPANIC POPULATION GROWTH<br/> |
| Title |
Patterns in Hispanic Population Growth<br/> |
| -- |
Language Status across Generations<br/> |
| -- |
Levels of Education across Generations<br/> |
| -- |
Income<br/> |
| -- |
Intermarriage |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SOCIOCULTURAL AND HISTORICAL OVERVIEW OF LANGUAGE ATTITUDES IN THE UNITED STATES<br/> |
| Title |
Implications for Long-Term Effects or Results of the Policies of Language Diversity and the Instructional Programs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: EQUITY AND ACCESS FOR ENGLISH LANGUAGE LEARNERS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER THREE: From Theory to Practice with ESL and All Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE ROLE OF LANGUAGE ON COGNITIVE DEVELOPMENT AND LEARNING: A SOCIOCONSTRUCTIVIST PERSPECTIVE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
EXAMPLE OF LANGUAGE AWARENESS AND SENSITIVITY GAINED DURING THE TODDLER AND PRESCHOOL YEARS<br/> |
| Title |
Central Role of Prior Knowledge for Learning<br/> |
| -- |
Development of Conceptual Competence in Topic and Content Knowledge<br/> |
| -- |
A Metacognitive Approach to Teaching and Learning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE ROLE OF LANGUAGE ON AFFECTIVE/EMOTIONAL AND SOCIAL DEVELOPMENT: A SOCIOCONSTRUCTIVISTIC PERSPECTIVE<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
EDUCATIONAL PRINCIPLES DERIVED FROM RESEARCH-BASED KNOWLEDGE IN AFFECTIVE AND EMOTIONAL FACTORS: EXPECTATIONS, EFFORT, AND MOTIVATION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PROCESS OF SECOND-LANGUAGE LEARNING: BEST EDUCATIONAL APPROACHES AND CLASSROOM TEACHING STRATEGIES FOR ESL TEACHING AND LEARNING<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BEHAVIORISTIC LANGUAGE APPROACHES |
| Title |
Grammar Translation Approach<br/> |
| -- |
Direct Approach<br/> |
| -- |
Audiolingual Approach<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BEHAVIOURISTIC LANGUAGE THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LEARNING LANGUAGE: FROM HABIT FORMATION TO OPERANT CONDITIONING<br/> |
| Title |
Methods and Classroom Techniques |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONSTRUCTIVIST THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES<br/> |
| Title |
Communicative Competence Approach<br/> |
| -- |
Methods and Classroom Techniques of the Communicative Competence Approach |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONCEPTUAL APPROACH<br/> |
| Title |
Methods and Classroom Techniques for the Conceptual Approach<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: PLURALISM FOR L2 LEARNING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part II BEST ASSESSMENT AND INSTRUCTIONAL PRACTICES FOR ESL AND ALL STUDENTS: HOW CAN TEACHERS STIMULATE DEVELOPMENT AND ACADEMIC ACHIEVEMENT IN ESL AND ALL STUDENTS IN THEIR CLASSROOMS? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER FOUR: An Historical and Contemporary View of Best Instructional Approaches for ESL and ALL Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THEORETICAL BACKGROUND |
| Title |
Socioconstructivism<br/> |
| -- |
Theories of L2 Acquisition and Methodology<br/> |
| -- |
The Five Standards for Effective Pedagogy<br/> |
| -- |
The Language across the Curriculum (LAC) Movement<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HISTORICAL OVERVIEW OF INSTRUCTIONAL APPROACHES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSTRUCTIONAL APPROACHES |
| Title |
Grammar-Based Instructional Approaches<br/> |
| -- |
Communication-Based Instructional Approaches: The Total Physical Response and the Natural Approach<br/> |
| -- |
A Content-Based Approach: Sheltered Instruction<br/> |
| -- |
Strategies for Sheltered Instructional Delivery<br/> |
| -- |
Mapping and Graphic Organizers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
GENERAL PRINCIPLES FOR TEACHING ESL/EFL STUDENTS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: BEST INSTRUCTIONAL APPROACHES FOR ESL AND ALL STUDENTS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER FIVE: A Bilingual Developmental Model and Curriculum for Increasing ESL and Mainstream Young Children's Academic Achievement |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BILINGUAL DEVELOPMENTAL EDUCATIONAL MODEL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
EDUCATIONAL APPLICATION OF CORE PHILOSOPHICAL AND THEORETICAL PRINCIPLES FOR THE STIMULATION OF ACADEMIC ACHIEVEMENT IN BOTH ESL AND MAINSTREAM, LOW SES STUDENTS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CORE PHILOSOPHICAL AND THEORETICAL PERSPECTIVES<br/> |
| Title |
A Holistic Developmental Perspective<br/> |
| -- |
Core Philosophical and Theoretical Principles: Internal and External Factors Influencing L1 and L2 Learning<br/> |
| -- |
The Role of Teachers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PEDAGOGICAL PRINCIPLES FOR DEVELOPMENT AND ACADEMIC ACHIEVEMENT IN ESL STUDENTS |
| Title |
Development of Higher-Level Cognitive Strategies<br/> |
| -- |
Connection to Prior Sociocultural Knowledge<br/> |
| -- |
Connection to Real-World Experiences<br/> |
| -- |
Thematic Curriculums<br/> |
| -- |
Interaction of Cognitive, Cultural, and Social Developmental Processes and Academic Achievement<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THREE ASPECTS OF L1 AND L2 COMPETENCE DERIVED FROM NATIONAL STANDARDS FOR TEACHING ENGLISH AS A L2 (TESOL) |
| Title |
Bilingual Interpersonal Communication Skills (BICS)<br/> |
| -- |
Cognitive Academic Language Proficiency Skills (CALPS)<br/> |
| -- |
Pragmatic Development<br/> |
| -- |
Interaction of BICS, CALPS, and Pragmatics in an Holistic L1 and L2 Competence<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
EXAMPLES OF METALINGUISTIC ABILITY IN BILINGUAL CHILDREN<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
BILINGUAL DEVELOPMENTAL CURRICULUM<br/> |
| Title |
Goals and Objectives for the Bilingual Developmental Curriculum<br/> |
| -- |
Three Representational Levels of Instructional Activities<br/> |
| -- |
Instructional Strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER SIX: Increasing Academic Achievement and Language Acquisition for ESL Students across Grade Levels |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ESL AND CONTENT AREA TEACHERS WORKING TOGETHER<br/> |
| Title |
Standards for Teaching of ELLs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DISPELLING MYTHS ABOUT L2 LEARNING |
| Title |
Myth 1: Children Learn L2s Quickly and Easily<br/> |
| -- |
Myth 2: The Younger the Learner, the More Skilled in Learning a L2<br/> |
| -- |
Myth 3: The More Time Students Spend in a L2 Context, the Quicker They Learn the Language<br/> |
| -- |
Myth 4: Children Have Learned a L2 Once They Can Speak It<br/> |
| -- |
Myth 5: All Students Learn a L2 in the Same Way |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CROSS-CUTTING METHODS<br/> |
| Title |
The Instructional Conversation (IC)<br/> |
| -- |
Cooperative Learning<br/> |
| -- |
Sheltered English Instruction<br/> |
| -- |
Overview of Sheltered English Instruction<br/> |
| -- |
The Sheltered Instruction Observation Protocol (SIOP)<br/> |
| -- |
Language Objectives |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SEI AND SIOP LESSON PLANS AND MODULES<br/> |
| Title |
A First-Grade Sheltered Mathematics Lesson: Months-of-the-Year Pictograph<br/> |
| -- |
A Third-Grade Sheltered Mathematics and Science Lesson: Pulse Rates: How Does Exercise Affect Pulse Rate?<br/> |
| -- |
A High-School Sheltered Health and Science Lesson: The Environment Is a Factor That Affects Your Total Health<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: EFFECTIVE LANGUAGE AND CONTENT TEACHING FOR ELLS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER SEVEN: Assessing Learning and Academic Achievement in ESL Students for Instructional and Accountability Purposes |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A CONTEMPORARY VIEW OF THE PSYCHOMETRIC ASSESSMENT MODEL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
VALIDITY CONSTRUCT: DIFFERENT LINES OF VALIDITY EVIDENCE SUPPORTING A SPECIFIC USE AND POPULATION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RELIABILITY CONSTRUCT: NECESSARY BUT NOT SUFFICIENT CONDITION FOR VALIDITY |
| Title |
Standards<br/> |
| -- |
Discussion of Issues Related to the Standards<br/> |
| -- |
Alternative Assessment Model |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES OF ASSESSMENT<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CLASSROOM-BASED ASSESSMENT<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
AN ALTERNATIVE ASSESSMENT SYSTEM FOR INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES: DESCRIPTION OF THE VIGNETTE<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER EIGHT: Integrating Technology for Assessing and Instructing ESL Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE NEED FOR TECHNOLOGY IN THE CLASSROOM<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TECHNOLOGY FROM THE POINT OF VIEW OF CONSTRUCTIVISM<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THE ROLE OF TECHNOLOGY IN INSTRUCTION AND ASSESSMENT<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FOSTERING A TECHNOLOGY CULTURE IN THE CLASSROOM<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
HOW TEACHERS MAY BECOME FAMILIAR WITH AND INTEGRATE TECHNOLOGY WITH ESL INSTRUCTION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TECHNOLOGY IN THE CLASSROOM<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TECHNOLOGY PROVIDES ACCESS TO LINGUISTIC AND CULTURAL MATERIALS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PROVIDING OPPORTUNITIES FOR COMMUNICATION<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSING AND PROVIDING FEEDBACK<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ONLINE EDUCATIONAL PROJECTS AND CONTENT AREA STANDARDS<br/> |
| Title |
Factors to Consider When Choosing Online Projects<br/> |
| -- |
Online Learning Model in the Elementary Classroom<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
DEVELOPING A WEB SITE TO TEACH SCIENTIFIC COLLABORATION IN THE MIDDLE SCHOOL |
| Title |
Cyberlab |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CLASSROOM COMPUTER INTEGRATION AT THE HIGH-SCHOOL LEVEL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SELECTED EXAMPLES OF TECHNOLOGY PROJECTS<br/> |
| Title |
A Science-Technology Integrated Project<br/> |
| -- |
A Social Studies-Technology Integrated Project<br/> |
| -- |
A Computer-Mediated Class Memory Book |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
ASSESSMENT ISSUES |
| Title |
Assessment and Teaching |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SUMMARY AND CONCLUSIONS: EFFECTIVE TECHNOLOGY INSTRUCTION FOR ELLS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CHAPTER 9: Conclusions: A Dialogue about Myths Held by Educators and Recommendations for Better Educational Practices for ESL Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FIRST MYTH: UNDERSTANDING AND DIFFERENTIATING BETWEEN EXTERNAL AND INTERNAL FACTORS AFFECTING DEVELOPMENT AND LEARNING IN ESL STUDENTS |
| Title |
Myth: “Having a L1 Other Than English Puts Students At-Risk of Underachievement” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
SECOND MYTH: UNDERSTANDING SIMILARITIES AND DIFFERENCES BETWEEN MONOLINGUAL STUDENTS’ LEARNING AND DEVELOPMENTAL NEEDS |
| Title |
Myth: “Stimulating Learning in ESL Students Requires Only Providing a Cognitive-Academic Experience and Immersion into Mainstream English-Only Classrooms” |
| -- |
Myth: “Concentrate on Academics, No Need for Nurturing the “Whole” Learner, Including Social, Emotional/Affective Development” |
| -- |
Myth: “When Learning ESL, the L1 and L2 Should Be Kept Separate within Home and School Environments” |
| -- |
Myth: “Facility of Young Children for Acquiring a L2” |
| -- |
Myth: “L2 Learning Is Parallel to L1 Learning: Search for Panaceas and Simplistic Theories and Practices” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
THIRD MYTH: NEED TO LINK ASSESSMENT TO INSTRUCTION FOR UNDERSTANDING DIVERSITY AS SEPARATE FROM LEARNING PROBLEMS |
| Title |
Myth: “Fix the Difficult-to-Teach ESL Students in Special Education Settings”<br/> |
| -- |
Myth: “Exposing LEP Students to Monolingual Regular English Curriculum Helps Them Learn English Faster”<br/><br/> |
| -- |
Myth: “Mainstream Academic English Is the Only Acceptable Standard” |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
FOURTH MYTH: ROLE OF TEACHERS AS CULTURAL MEDIATORS AND COMMITTED ADVOCATES FOR ESL STUDENTS AND THEIR FAMILIES |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
OUR THREE VOICES BECOME ONE: AN EPILOGUE |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Yawkey, Thomas D. |
| Relator term |
Pennsylvania State University |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Minaya-Rowe, Liliana. |
| Relator term |
University of Connecticut |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Tinajero, Josefina Villamil. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.pearson.ch/HigherEducation/Pearson/EAN/9780205392513/English-as-a-Second-Language-ESL-Teaching-and-Learning-Pre-K-12-Classroom-Applications-for-Students-Academic-Achievement-and-Development">https://www.pearson.ch/HigherEducation/Pearson/EAN/9780205392513/English-as-a-Second-Language-ESL-Teaching-and-Learning-Pre-K-12-Classroom-Applications-for-Students-Academic-Achievement-and-Development</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Books |
