"A R�ub�icon book."--Back cover.

Includes bibliographical references (page 159) and index.

Preface

Chapter 1: The Big Picture

Chapter 2; Understanding Patterns of Achievement Among English Language Learners

Chapter 3: What Are the Language Demands of Different Content Areas?

Chapter 4: The Language Demands of Language Arts Teaching Vignette 4.1: Motivating Students to Engage With Literacy -- Teaching Vignette 4.2: Collecting Specimens: Big Words for Big Minds -- Teaching Vignette 4.3: Focus on One "Juicy Sentence" Each Day -- Teaching Vignette 4.4: Helping ELLs to Craft Vibrant, Imaginative Sentences -- Teaching Vignette 4.5: Using Wordless Picture Books to Support Learning in English/Language Arts

Chapter 5: The Language Demands of Mathematics Teaching Vignette 5.1: Data Management Through Class or School Language Surveys -- Teaching Vignette 5.2: Multilingual Math -- Teaching Vignette 5.3: Mastering the Language of Math Assessment -- Teaching Vignette 5.4: Connecting Math to Our Lives -- Teaching Vignette 5.5: Math Language Detective Work

Chapter 6: The Language Demands of Science Teaching Vignette 6.1: Use of L1 to Develop the Language of Science -- Teaching Vignette 6.2: Building Students' Knowledge of Science Terminology -- Teaching Vignette 6.3: Focusing Students' Attention on Linking Words -- Teaching Vignette 6.4: Who's Afraid of Nominalization? -- Teaching Vignette 6.5: Big Words for Big Minds: Collecting Language Specimens in Science -- Teaching Vignette 6.6: Marsville: Critical Inquiry That Integrates Science and Social Studies

Chapter 7: The Language Demands of Social Studies Teaching Vignette 7.1: Big Words for Big Minds: Collecting Language Specimens in Social Studies -- Teaching Vignette 7.2: Developing Semantic Agility With the Anglo-Saxon Lexicon -- Teaching Vignette 7.3: Using L1 to Explore Different Perspectives on Current Events and Social Issues -- Teaching Vignette 7.4: Elementary Students as Transformative Intellectuals: Mobilizing Human Rights

Chapter 8: Capacity Building Within Schools: How Can We Create Powerful Communities of Learning?

Appendix: Additional Books Worth Reading -- A Sampling of Provincial Sites Focusing on English Language Learners

"This new professional book by Jim Cummins and Margaret Early outlines the knowledge base that exists regarding topics such as the nature of academic language, how it is acquired by ELLs, the reasons that some (but by no means all) groups of ELLs tend to experience academic difficulties, and the instructional responses that research suggests are required to address these difficulties Provides concrete strategies for putting this knowledge base into practice and discusses the language demands of Language Arts, Mathematics, Science, Social Studies and suggest instructional strategies for teaching and assessing content and language as well as reading and writing Provides concrete strategies for putting this knowledge base into practice and discusses the language demands of Language Arts, Mathematics, Science, Social Studies and suggest instructional strategies for teaching and assessing content and language as well as reading and writing Includes a number of teaching vignettes, which provide concrete, practical examples of teachers' classroom work with ELLs Highlights how students' academic progress can be enhanced if all teachers in the school are "on the same page" with respect to their understanding of academic-language teaching and ways of promoting overall academic progress among ELLs." amazon.ca.