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999			_c1130 _d1130
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005			20230703163858.0
008			040521s2005 maua b 001 0 eng
010			_a 2004050573
020			_a9780205410606 (pbk)
024			_a020541060X (pbk)
040			_aDLC _beng _cJCRC _dDLC
043			_an-us---
100	1		_aHerrera, Socorro Guadalupe
245	1	0	_aMastering ESL and Bilingual Methods : _bDifferentiated Instruction for Culturally and Linguistically Diverse (CLD) Students / _cSocorro Guadalupe Herrera and Kevin G. Murry.
250			_a1st ed.
260			_aBoston, MA : _bPearson Education, _c2005.
300			_axxi, 405 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references and indexes.
505			_aPart One: Hallmarks of Accomodative Instruction
505			_aChapter 1: Multidimensional Foundations of Methods for CLD Students _tDemographic Patterns and Student Diversity — Teacher Preparation for Cultural and Linguistic Diversity in the Classroom — Describing Cultural and Linguistic Diversity in the Classroom — Key Terms and Acronyms — The CLD Student: Asset or or Liability? — Understanding the Realities of Cultural and Linguistic Diversity in the Classroom — Expanding on the Prism Model — The Sociocultural Dimension of the CLD Student Biography
505			_aChapter 2: Cognitive and Academic Dimensions of Methods for CLD Students _tThe Cognitive Dimension of the CLD Student Biography — Cognitive Challenges — Cognitive Processes — Cognitive Dimension: Implications for the Classroom and School Practice — The Academic Dimension of the CLD Student Biography — Academic Challenges — Academic Processes — Academic Dimension: Implications for Classroom and School Practice
505			_aChapter 3: Linguistic Dimension of Methods for CLD Students _tThe Linguistic Dimension of the CLD Student Biography — Dynamics of First Language Acquisition (FLA) — Differences between First and Second Language Acquisition — Demands of Second Language Acquisition (SLA) — Challenges of the Linguistic Dimension — Time Required for Second Language Acquisition — Exposure to Authentic Literacy Instruction and Activities — Processes of the Linguistic Dimension — Linguistic Process of Second Language Acquisition — Linguistic Process of Understanding Concepts about Print — Linguistic Dimension: Implications for Classrooms and School Practice — Instructional Planning for CALP Development in L1 and L2 — Anticipating and Preassessing for the Array of Student Biographies — Fostering Communicative, Constructivist Language Acquisition Environments
505			_aPart Two: Accommodation Readiness
505			_aChapter 4: Changing Perspectives in Platform Development for Instructional Methods _tEffective Program Models for CLD Students: Research and Analysis — Predictors of Academic Success among CLD Students — Findings of Research: the Case for Bilingual Education — Bilingual Education and the SUP-CUP Distinction — When the Ideal is Not Ideal — Complicating Variables — Range of Program Models for CLD Students — English as a Second Language (ESL) — Transitional Bilingual Education — Developmental Bilingual Education — Two-Way Immersion — Limited Use Program Models — Sociopolitical Foundations of Quality Programming — Lau v. Nichols (1974) — Castaneda v. Pickard (1981) — Plyler v. Doe (1982)
505			_aChapter 5: A Framework of Accommodation Readiness _tThe Accommodation Readiness Spiral — Levels of Readiness — Forms of Readiness — Readiness for Critical Reflection on Practice — Reflection — Critical Reflection — Readiness for CLD Students and Families — Semistructured Conversations — Environmental Readiness — The External Environment — The Internal Environment — Curricular Readiness — Curriculum Trends — Curriculum Essentials — Programming and Instructional Readiness — Decision Making without a Current Program Model — Decision Making with a Current Program Model — Programming and Instructional Readiness through Advocacy — Readiness for Application and Advocacy — Readiness for Theory-into-Practice Applications — Readiness for Differentiated Instruction — Readiness for Advocacy
505			_aPart Three: Professionalism in Practice
505			_aChapter 6: Planning and Grounding Instructional Methodology _tConsistency in Nomenclature Enables Communication — Approach — Method — Strategy — Technique — Consistency: In Practice — Three Dominant Approaches to Second Language Instruction — Grammatical Approach — Communicative Approach — Cognitive Approach
505			_aChapter 7: The Integrated Content-Based Method of Instruction _tEvolution of Content-Based Instruction — Content-Centered Methods of Instruction — Integrated Content-Based Instruction — Benefits of ICB Instruction for CLD Students — Delivering Integrated Content-Based Instruction — Planning an ICB Lesson — Instruction — Assessment — Concluding Thoughts
505			_aChapter 8: The Sheltered Method of Instruction _tRealities of Sheltered Instruction — Variations on Sheltered Instruction — Myths and Misconceptions Associated with Sheltered Instruction — Types of Students — Language Proficiency of CLD Students — Standards of Best Practice — Specially Designed Academic Instruction in English (SDAIE) — The Sheltered Instruction Observation Protocol (SIOP) — Preparation — Instruction — Review and Assessment — Closing Thoughts on the SIOP Model of Sheltered Instruction
505			_aChapter 9: The CALLA Method of Instruction _tCognitive Methods and Learning Strategies — Crosslinguistic Strategies — Cognitive Teaching Methods of Instructing CLD Students — The CALLA Method
505			_aChapter 10: Achieving Standards-Driven Professional Practice _tNationally Recognized Standards for Teachers of CLD Students — NBPTS Standards — CREDE Standards — TESOL/NCATE Standards — CEEE Guiding Principles — Standards-Driven Reflection on Professional Practice — Benchmarks of Effective Practice — Key Facets of a Platform for Best Practice with CLD Students
505			_aConclusion: Setting Goals for Professional Development
505			_aAppendix
505			_aGlossary
505			_aReferences
520			_a"Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students informs educators in the field about national standards of best practice for CLD students. Readers will be able to use these standards to transform their practice to accommodate students who bring unique assets and needs to the classroom. By examining theory and research-based methods that are specific to CLD students, Mastering ESL and Bilingual Methods shares with readers the complex realities that CLD students face on a daily basis and provides educators with strategies and techniques for enhancing the success of these students. Dr. Herrera and Dr. Murphy are co-directors of the CLASSIC ESL/Dual Language Proficiency Programs at Kansas State University. Dr. Herrera is certified in elementary education, bilingual education, and school counseling. Dr. Murry's work in curriculum and instruction has focused on teacher and administrator preparation. Their recent publications have appeared in the Bilingual Research Journal, Educational Considerations, the Journal of Continuing Higher Education, and the Journal of Research in Rural Education." (Book Cover)
650		0	_aEnglish language _xStudy and teaching _xForeign speakers.
650		0	_aEnglish language _xStudy and teaching.
650		0	_aMulticultural education.
650		0	_aLanguage and culture.
650		0	_aBilingualism.
700	1		_aMurry, Kevin G.
856			_uhttps://www.pearson.com/us/higher-education/product/Herrera-Mastering-ESL-EFL-Methods-Differentiated-Instruction-for-Culturally-and-Linguistically-Diverse-CLD-Students-3rd-Edition/9780133594973.html _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991035121799705161 _zCheck the UO Library catalog.
942			_2z _cBK