Every chapter includes review questions, critical thinking questions, activities, a glossary and references.

Includes bibliographical references and index.

SUMMARY:

''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.

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.

Key Features of the Book: Case examples, thought-provoking questions, activities, and instructional goals are provided throughout chapters.
State-of-the-art from research to practice information across chapters
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.
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

CONTENTS:

Part I: FOUNDATIONS OF ESL TEACHING AND LEARNING: THEMATIC AND THEORETICAL PERSPECTIVES, AND DEMOGRAPHIC AND POLICY REALITY OF ESL STUDENTS

CHAPTER ONE. The Role of Immigrant ESL Students in the History of U.S Education: Making a Personal Connection

PARALLELS BETWEEN IMMIGRATION WAVES THROUGH ELLIS ISLAND AND TODAY’S IMMIGRANTS

COLONIAL AND REVOLUTIONARY ERAS (LATE 1500S TO LATE 1700S) The First Settlers: America from the Late 1500s through the Late 1700s
The Colonies
From the Revolution to Independence

FIRST IMMIGRATION WAVE: MID-1800S TO EARLY 1900S Causes and Effects of Immigration of Eastern and Northern Europeans to the United States
The Assimilation Movement in the U.S. School Culture
Schooling Conditions of Immigrants
Institutionalization of Public Schools as Sociocultural Agents
Post-World War I Years (1915-1929)
Family Life of Immigrants
Working Conditions

SECOND IMMIGRATION WAVE: ASSIMILATION What’s in a Name? Cultural Adaptation through Name Changes
What’s in a Clothing Style? Adoption of American Styles of Dress
Factors Affecting the Degree and Pace of Cultural Adaptation and Assimilation
Gender Roles
Immigrants Returning to Europe
Housing Conditions
Working Conditions: Impact on Economic Status
The Internal Migration of African Americans: Schooling Conditions

THIRD AND FOURTH IMMIGRATION WAVES The Civil Rights Era: 1960s-1980s
Segregation in Public Schools: 1960s to the Present
Equal Educational Opportunity for the Poor

THE NEW IMMIGRANTS OF THE 1980s, 1990s, AND 2000s

SUMMARY AND CONCLUSIONS: OVERVIEW OF THE BOOK THEME AND RECOMMENDATIONS FOR EDUCATORS FOR BETTER SERVING ESL STUDENTS

CHAPTER TWO: Understanding the Demographics and Policies of Language Diversity in the United States

THE DEMOGRAPHIC SHIFT AND PERSPECTIVE: GROWTH OF THE LINGUISTICALLY AND CULTURALLY DIVERSE POPULATION

INCREASE OF THE FOREIGN-BORN POPULATION

ESL STUDENTS’ PUBLIC SCHOOL ENROLLMENT LEVELS
Numbers of ESL Students in the United States
Numbers of ESL Students by Grade
ESL Students’ Language Backgrounds
How Do ESL Students Fare in School?

THE DEMOGRAPHIC IMPERATIVE AND EDUCATIONAL RESPONSE: LEGAL FRAMEWORKS AND POLICIES TO MEET THE NEEDS OF ESL STUDENTS Program Models

TEACHER QUALITY AND CERTIFICATION GUIDELINES
No Child Left Behind Requirements for Highly Qualified Teachers

STANDARDS FOR INSTRUCTION
Content Area Textbooks and ESL Students
National Science Education Standards and the ESL Students
National Council of Teachers of Mathematics Standards and the ESL Students
National Council for Social Studies Standards and the ESL Students
TESOL Standards for Pre-K-12 Students

THE HISPANIC POPULATION GROWTH
Patterns in Hispanic Population Growth
Language Status across Generations
Levels of Education across Generations
Income
Intermarriage

SOCIOCULTURAL AND HISTORICAL OVERVIEW OF LANGUAGE ATTITUDES IN THE UNITED STATES
Implications for Long-Term Effects or Results of the Policies of Language Diversity and the Instructional Programs

SUMMARY AND CONCLUSIONS: EQUITY AND ACCESS FOR ENGLISH LANGUAGE LEARNERS

CHAPTER THREE: From Theory to Practice with ESL and All Students

THE ROLE OF LANGUAGE ON COGNITIVE DEVELOPMENT AND LEARNING: A SOCIOCONSTRUCTIVIST PERSPECTIVE

EXAMPLE OF LANGUAGE AWARENESS AND SENSITIVITY GAINED DURING THE TODDLER AND PRESCHOOL YEARS
Central Role of Prior Knowledge for Learning
Development of Conceptual Competence in Topic and Content Knowledge
A Metacognitive Approach to Teaching and Learning

THE ROLE OF LANGUAGE ON AFFECTIVE/EMOTIONAL AND SOCIAL DEVELOPMENT: A SOCIOCONSTRUCTIVISTIC PERSPECTIVE

EDUCATIONAL PRINCIPLES DERIVED FROM RESEARCH-BASED KNOWLEDGE IN AFFECTIVE AND EMOTIONAL FACTORS: EXPECTATIONS, EFFORT, AND MOTIVATION

PROCESS OF SECOND-LANGUAGE LEARNING: BEST EDUCATIONAL APPROACHES AND CLASSROOM TEACHING STRATEGIES FOR ESL TEACHING AND LEARNING

BEHAVIORISTIC LANGUAGE APPROACHES Grammar Translation Approach
Direct Approach
Audiolingual Approach

BEHAVIOURISTIC LANGUAGE THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES

LEARNING LANGUAGE: FROM HABIT FORMATION TO OPERANT CONDITIONING
Methods and Classroom Techniques

CONSTRUCTIVIST THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES
Communicative Competence Approach
Methods and Classroom Techniques of the Communicative Competence Approach

CONCEPTUAL APPROACH
Methods and Classroom Techniques for the Conceptual Approach

SUMMARY AND CONCLUSIONS: PLURALISM FOR L2 LEARNING

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?

CHAPTER FOUR: An Historical and Contemporary View of Best Instructional Approaches for ESL and ALL Students

THEORETICAL BACKGROUND Socioconstructivism
Theories of L2 Acquisition and Methodology
The Five Standards for Effective Pedagogy
The Language across the Curriculum (LAC) Movement

HISTORICAL OVERVIEW OF INSTRUCTIONAL APPROACHES

INSTRUCTIONAL APPROACHES Grammar-Based Instructional Approaches
Communication-Based Instructional Approaches: The Total Physical Response and the Natural Approach
A Content-Based Approach: Sheltered Instruction
Strategies for Sheltered Instructional Delivery
Mapping and Graphic Organizers

GENERAL PRINCIPLES FOR TEACHING ESL/EFL STUDENTS

SUMMARY AND CONCLUSIONS: BEST INSTRUCTIONAL APPROACHES FOR ESL AND ALL STUDENTS

CHAPTER FIVE: A Bilingual Developmental Model and Curriculum for Increasing ESL and Mainstream Young Children's Academic Achievement

BILINGUAL DEVELOPMENTAL EDUCATIONAL MODEL

EDUCATIONAL APPLICATION OF CORE PHILOSOPHICAL AND THEORETICAL PRINCIPLES FOR THE STIMULATION OF ACADEMIC ACHIEVEMENT IN BOTH ESL AND MAINSTREAM, LOW SES STUDENTS

CORE PHILOSOPHICAL AND THEORETICAL PERSPECTIVES
A Holistic Developmental Perspective
Core Philosophical and Theoretical Principles: Internal and External Factors Influencing L1 and L2 Learning
The Role of Teachers

PEDAGOGICAL PRINCIPLES FOR DEVELOPMENT AND ACADEMIC ACHIEVEMENT IN ESL STUDENTS Development of Higher-Level Cognitive Strategies
Connection to Prior Sociocultural Knowledge
Connection to Real-World Experiences
Thematic Curriculums
Interaction of Cognitive, Cultural, and Social Developmental Processes and Academic Achievement

THREE ASPECTS OF L1 AND L2 COMPETENCE DERIVED FROM NATIONAL STANDARDS FOR TEACHING ENGLISH AS A L2 (TESOL) Bilingual Interpersonal Communication Skills (BICS)
Cognitive Academic Language Proficiency Skills (CALPS)
Pragmatic Development
Interaction of BICS, CALPS, and Pragmatics in an Holistic L1 and L2 Competence

EXAMPLES OF METALINGUISTIC ABILITY IN BILINGUAL CHILDREN

BILINGUAL DEVELOPMENTAL CURRICULUM
Goals and Objectives for the Bilingual Developmental Curriculum
Three Representational Levels of Instructional Activities
Instructional Strategies

SUMMARY AND CONCLUSIONS

CHAPTER SIX: Increasing Academic Achievement and Language Acquisition for ESL Students across Grade Levels

ESL AND CONTENT AREA TEACHERS WORKING TOGETHER
Standards for Teaching of ELLs

DISPELLING MYTHS ABOUT L2 LEARNING Myth 1: Children Learn L2s Quickly and Easily
Myth 2: The Younger the Learner, the More Skilled in Learning a L2
Myth 3: The More Time Students Spend in a L2 Context, the Quicker They Learn the Language
Myth 4: Children Have Learned a L2 Once They Can Speak It
Myth 5: All Students Learn a L2 in the Same Way

CROSS-CUTTING METHODS
The Instructional Conversation (IC)
Cooperative Learning
Sheltered English Instruction
Overview of Sheltered English Instruction
The Sheltered Instruction Observation Protocol (SIOP)
Language Objectives

SEI AND SIOP LESSON PLANS AND MODULES
A First-Grade Sheltered Mathematics Lesson: Months-of-the-Year Pictograph
A Third-Grade Sheltered Mathematics and Science Lesson: Pulse Rates: How Does Exercise Affect Pulse Rate?
A High-School Sheltered Health and Science Lesson: The Environment Is a Factor That Affects Your Total Health

SUMMARY AND CONCLUSIONS: EFFECTIVE LANGUAGE AND CONTENT TEACHING FOR ELLS

CHAPTER SEVEN: Assessing Learning and Academic Achievement in ESL Students for Instructional and Accountability Purposes

A CONTEMPORARY VIEW OF THE PSYCHOMETRIC ASSESSMENT MODEL

VALIDITY CONSTRUCT: DIFFERENT LINES OF VALIDITY EVIDENCE SUPPORTING A SPECIFIC USE AND POPULATION

RELIABILITY CONSTRUCT: NECESSARY BUT NOT SUFFICIENT CONDITION FOR VALIDITY Standards
Discussion of Issues Related to the Standards
Alternative Assessment Model

INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES OF ASSESSMENT

CLASSROOM-BASED ASSESSMENT

AN ALTERNATIVE ASSESSMENT SYSTEM FOR INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES: DESCRIPTION OF THE VIGNETTE

SUMMARY AND CONCLUSIONS

CHAPTER EIGHT: Integrating Technology for Assessing and Instructing ESL Students

THE NEED FOR TECHNOLOGY IN THE CLASSROOM

TECHNOLOGY FROM THE POINT OF VIEW OF CONSTRUCTIVISM

THE ROLE OF TECHNOLOGY IN INSTRUCTION AND ASSESSMENT

FOSTERING A TECHNOLOGY CULTURE IN THE CLASSROOM

HOW TEACHERS MAY BECOME FAMILIAR WITH AND INTEGRATE TECHNOLOGY WITH ESL INSTRUCTION

TECHNOLOGY IN THE CLASSROOM

TECHNOLOGY PROVIDES ACCESS TO LINGUISTIC AND CULTURAL MATERIALS

PROVIDING OPPORTUNITIES FOR COMMUNICATION

ASSESSING AND PROVIDING FEEDBACK

ONLINE EDUCATIONAL PROJECTS AND CONTENT AREA STANDARDS
Factors to Consider When Choosing Online Projects
Online Learning Model in the Elementary Classroom

DEVELOPING A WEB SITE TO TEACH SCIENTIFIC COLLABORATION IN THE MIDDLE SCHOOL Cyberlab

CLASSROOM COMPUTER INTEGRATION AT THE HIGH-SCHOOL LEVEL

SELECTED EXAMPLES OF TECHNOLOGY PROJECTS
A Science-Technology Integrated Project
A Social Studies-Technology Integrated Project
A Computer-Mediated Class Memory Book

ASSESSMENT ISSUES Assessment and Teaching

SUMMARY AND CONCLUSIONS: EFFECTIVE TECHNOLOGY INSTRUCTION FOR ELLS

CHAPTER 9: Conclusions: A Dialogue about Myths Held by Educators and Recommendations for Better Educational Practices for ESL Students

FIRST MYTH: UNDERSTANDING AND DIFFERENTIATING BETWEEN EXTERNAL AND INTERNAL FACTORS AFFECTING DEVELOPMENT AND LEARNING IN ESL STUDENTS Myth: “Having a L1 Other Than English Puts Students At-Risk of Underachievement”

SECOND MYTH: UNDERSTANDING SIMILARITIES AND DIFFERENCES BETWEEN MONOLINGUAL STUDENTS’ LEARNING AND DEVELOPMENTAL NEEDS 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”

THIRD MYTH: NEED TO LINK ASSESSMENT TO INSTRUCTION FOR UNDERSTANDING DIVERSITY AS SEPARATE FROM LEARNING PROBLEMS Myth: “Fix the Difficult-to-Teach ESL Students in Special Education Settings”
Myth: “Exposing LEP Students to Monolingual Regular English Curriculum Helps Them Learn English Faster”

Myth: “Mainstream Academic English Is the Only Acceptable Standard”

FOURTH MYTH: ROLE OF TEACHERS AS CULTURAL MEDIATORS AND COMMITTED ADVOCATES FOR ESL STUDENTS AND THEIR FAMILIES

OUR THREE VOICES BECOME ONE: AN EPILOGUE