Gonzalez, Virginia. <br/><br/>
8 English-as-a-Second-Language (ESL) Teaching and Learning :  Pre-K-12 Classroom Applications for Students' Academic Achievement and Development / 
Virginia Gonzalez, Thomas Yawkey, Liliana Minaya-Rowe ; foreword by Josefina Villamil Tinajero. 
 - 1st Ed. 
 - Toronto :  Pearson Education,  2006. 
 - xxxviii, 376 p. :  ill. ;  24 cm. 
<br/><br/> Every chapter includes review questions, critical thinking questions, activities, a glossary and references. 
<br/><br/>Includes bibliographical references and index.  
<br/><br/>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.<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 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<br/>  The Colonies<br/>  From the Revolution to Independence<br/> FIRST IMMIGRATION WAVE: MID-1800S TO EARLY 1900S  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 SECOND IMMIGRATION WAVE: ASSIMILATION  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 THIRD AND FOURTH IMMIGRATION WAVES  The Civil Rights Era: 1960s-1980s<br/>  Segregation in Public Schools: 1960s to the Present<br/>  Equal Educational Opportunity for the Poor THE NEW IMMIGRANTS OF THE 1980s, 1990s, AND 2000s<br/> SUMMARY AND CONCLUSIONS: OVERVIEW OF THE BOOK THEME AND RECOMMENDATIONS FOR EDUCATORS FOR BETTER SERVING ESL STUDENTS<br/> 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<br/> ESL STUDENTS’ PUBLIC SCHOOL ENROLLMENT LEVELS<br/>  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? THE DEMOGRAPHIC IMPERATIVE AND EDUCATIONAL RESPONSE: LEGAL FRAMEWORKS AND POLICIES TO MEET THE NEEDS OF ESL STUDENTS  Program Models TEACHER QUALITY AND CERTIFICATION GUIDELINES<br/>  No Child Left Behind Requirements for Highly Qualified Teachers<br/> STANDARDS FOR INSTRUCTION<br/>  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 THE HISPANIC POPULATION GROWTH<br/>  Patterns in Hispanic Population Growth<br/>  Language Status across Generations<br/>  Levels of Education across Generations<br/>  Income<br/>  Intermarriage SOCIOCULTURAL AND HISTORICAL OVERVIEW OF LANGUAGE ATTITUDES IN THE UNITED STATES<br/>  Implications for Long-Term Effects or Results of the Policies of Language Diversity and the Instructional Programs<br/> SUMMARY AND CONCLUSIONS: EQUITY AND ACCESS FOR ENGLISH LANGUAGE LEARNERS<br/> 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<br/>  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/> THE ROLE OF LANGUAGE ON AFFECTIVE/EMOTIONAL AND SOCIAL DEVELOPMENT: A SOCIOCONSTRUCTIVISTIC PERSPECTIVE<br/> EDUCATIONAL PRINCIPLES DERIVED FROM RESEARCH-BASED KNOWLEDGE IN AFFECTIVE AND EMOTIONAL FACTORS: EXPECTATIONS, EFFORT, AND MOTIVATION<br/> PROCESS OF SECOND-LANGUAGE LEARNING: BEST EDUCATIONAL APPROACHES AND CLASSROOM TEACHING STRATEGIES FOR ESL TEACHING AND LEARNING<br/> BEHAVIORISTIC LANGUAGE APPROACHES  Grammar Translation Approach<br/>  Direct Approach<br/>  Audiolingual Approach<br/> BEHAVIOURISTIC LANGUAGE THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES<br/> LEARNING LANGUAGE: FROM HABIT FORMATION TO OPERANT CONDITIONING<br/>  Methods and Classroom Techniques CONSTRUCTIVIST THEORY OR MODEL: FROM APPROACH TO CLASSROOM TECHNIQUES<br/>  Communicative Competence Approach<br/>  Methods and Classroom Techniques of the Communicative Competence Approach CONCEPTUAL APPROACH<br/>  Methods and Classroom Techniques for the Conceptual Approach<br/> 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<br/>  Theories of L2 Acquisition and Methodology<br/>  The Five Standards for Effective Pedagogy<br/>  The Language across the Curriculum (LAC) Movement<br/> HISTORICAL OVERVIEW OF INSTRUCTIONAL APPROACHES INSTRUCTIONAL APPROACHES  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 GENERAL PRINCIPLES FOR TEACHING ESL/EFL STUDENTS<br/> SUMMARY AND CONCLUSIONS: BEST INSTRUCTIONAL APPROACHES FOR ESL AND ALL STUDENTS<br/> CHAPTER FIVE: A Bilingual Developmental Model and Curriculum for Increasing ESL and Mainstream Young Children's Academic Achievement BILINGUAL DEVELOPMENTAL EDUCATIONAL MODEL<br/> EDUCATIONAL APPLICATION OF CORE PHILOSOPHICAL AND THEORETICAL PRINCIPLES FOR THE STIMULATION OF ACADEMIC ACHIEVEMENT IN BOTH ESL AND MAINSTREAM, LOW SES STUDENTS<br/> CORE PHILOSOPHICAL AND THEORETICAL PERSPECTIVES<br/>  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/> PEDAGOGICAL PRINCIPLES FOR DEVELOPMENT AND ACADEMIC ACHIEVEMENT IN ESL STUDENTS  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/> THREE ASPECTS OF L1 AND L2 COMPETENCE DERIVED FROM NATIONAL STANDARDS FOR TEACHING ENGLISH AS A L2 (TESOL)  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/> EXAMPLES OF METALINGUISTIC ABILITY IN BILINGUAL CHILDREN<br/> BILINGUAL DEVELOPMENTAL CURRICULUM<br/>  Goals and Objectives for the Bilingual Developmental Curriculum<br/>  Three Representational Levels of Instructional Activities<br/>  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<br/>  Standards for Teaching of ELLs<br/> DISPELLING MYTHS ABOUT L2 LEARNING  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 CROSS-CUTTING METHODS<br/>  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 SEI AND SIOP LESSON PLANS AND MODULES<br/>  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/> 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<br/> VALIDITY CONSTRUCT: DIFFERENT LINES OF VALIDITY EVIDENCE SUPPORTING A SPECIFIC USE AND POPULATION<br/> RELIABILITY CONSTRUCT: NECESSARY BUT NOT SUFFICIENT CONDITION FOR VALIDITY  Standards<br/>  Discussion of Issues Related to the Standards<br/>  Alternative Assessment Model INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES OF ASSESSMENT<br/> CLASSROOM-BASED ASSESSMENT<br/> AN ALTERNATIVE ASSESSMENT SYSTEM FOR INSTRUCTIONAL AND ACCOUNTABILITY PURPOSES: DESCRIPTION OF THE VIGNETTE<br/> SUMMARY AND CONCLUSIONS<br/> CHAPTER EIGHT: Integrating Technology for Assessing and Instructing ESL Students THE NEED FOR TECHNOLOGY IN THE CLASSROOM<br/> TECHNOLOGY FROM THE POINT OF VIEW OF CONSTRUCTIVISM<br/> THE ROLE OF TECHNOLOGY IN INSTRUCTION AND ASSESSMENT<br/> FOSTERING A TECHNOLOGY CULTURE IN THE CLASSROOM<br/> HOW TEACHERS MAY BECOME FAMILIAR WITH AND INTEGRATE TECHNOLOGY WITH ESL INSTRUCTION<br/> TECHNOLOGY IN THE CLASSROOM<br/> TECHNOLOGY PROVIDES ACCESS TO LINGUISTIC AND CULTURAL MATERIALS<br/> PROVIDING OPPORTUNITIES FOR COMMUNICATION<br/> ASSESSING AND PROVIDING FEEDBACK<br/> ONLINE EDUCATIONAL PROJECTS AND CONTENT AREA STANDARDS<br/>  Factors to Consider When Choosing Online Projects<br/>  Online Learning Model in the Elementary Classroom<br/> DEVELOPING A WEB SITE TO TEACH SCIENTIFIC COLLABORATION IN THE MIDDLE SCHOOL  Cyberlab CLASSROOM COMPUTER INTEGRATION AT THE HIGH-SCHOOL LEVEL<br/> SELECTED EXAMPLES OF TECHNOLOGY PROJECTS<br/>  A Science-Technology Integrated Project<br/>  A Social Studies-Technology Integrated Project<br/>  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”<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” FOURTH MYTH: ROLE OF TEACHERS AS CULTURAL MEDIATORS AND COMMITTED ADVOCATES FOR ESL STUDENTS AND THEIR FAMILIES OUR THREE VOICES BECOME ONE: AN EPILOGUE 
<br/><br/><label>ISBN: </label>0205392512 (pbk) 
<br/><br/><label>Standard No.: </label> 9780205392513 (pbk) 
<br/><br/><label>LCCN: </label>2005042133 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Study and teaching--Foreign speakers.