| Preface |
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xi | |
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Teaching English Language Learners with Diverse Abilities |
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1 | (33) |
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2 | (3) |
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Native-Language Knowledge |
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5 | (5) |
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6 | (1) |
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6 | (4) |
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English Language Knowledge |
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10 | (10) |
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13 | (1) |
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14 | (6) |
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Academic Background and School Experience |
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20 | (1) |
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20 | (1) |
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21 | (1) |
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Learning and Behavior Challenges |
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21 | (1) |
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Search for Interventions: A 3-Tiered Model |
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22 | (5) |
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23 | (2) |
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25 | (1) |
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26 | (1) |
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26 | (1) |
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Student Profiles Revisited |
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27 | (1) |
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28 | (1) |
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29 | (1) |
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30 | (4) |
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Theoretical and Historical Foundations |
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34 | (21) |
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History of Education of Students Learning English in School |
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35 | (2) |
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35 | (1) |
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Rights of English Language Learners |
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35 | (1) |
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Programs for English Language Learners |
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36 | (1) |
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Teaching English Language Learners: Theory to Practice |
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37 | (6) |
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Humanistic Learning Theory |
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38 | (1) |
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Developmental Learning Theory |
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39 | (1) |
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Social Interactionist Learning Theory |
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40 | (1) |
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Cognitive Learning Theory |
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41 | (1) |
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Behavioral Learning Theory |
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41 | (2) |
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43 | (1) |
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Theories of Second-Language Acquisition |
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43 | (2) |
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The Contributions of Cummins |
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45 | (2) |
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Factors That Affect Second-Language Acquisition |
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47 | (4) |
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47 | (1) |
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48 | (1) |
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48 | (1) |
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48 | (1) |
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First-Language Development |
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49 | (1) |
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50 | (1) |
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50 | (1) |
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51 | (1) |
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51 | (1) |
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51 | (4) |
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Sheltered Instruction in the Content Areas |
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55 | (25) |
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Definition of Sheltered Instruction |
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56 | (9) |
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56 | (9) |
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Sheltered Instruction and Effective Instruction |
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65 | (1) |
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65 | (1) |
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66 | (1) |
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66 | (8) |
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Discussion of the Case Study |
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74 | (2) |
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Specific Considerations for Students with Learning Disabilities |
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76 | (1) |
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77 | (1) |
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78 | (1) |
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78 | (2) |
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80 | (19) |
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Providing Reading and Writing Activities that Promote Success |
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81 | (2) |
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Providing Ample Practice and Careful Corrections |
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83 | (1) |
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Focusing on Relevant Background Knowledge |
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84 | (1) |
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Actively Involving Learners |
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85 | (1) |
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Using Alternate Grouping Strategies |
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86 | (1) |
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Providing Native-Language Support |
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87 | (2) |
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Focusing on Content and Activities That Are Meaningful to Students |
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89 | (1) |
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Creating Roles in the Classroom for Family and Community Members |
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89 | (2) |
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90 | (1) |
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Holding High Expectations for All Learners |
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91 | (1) |
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Being Responsive to Cultural and Personal Diversity |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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93 | (6) |
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99 | (24) |
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Types of Learning Strategies |
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100 | (2) |
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Guidelines for Selecting a Learning Strategy |
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102 | (3) |
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Determine Levels of Knowledge |
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103 | (1) |
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Determine Which Strategies Will Be Most Useful |
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103 | (1) |
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Decide Order of Instruction |
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104 | (1) |
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Use Simple Wording and the Fewest Number of Steps |
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104 | (1) |
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Teaching Learning Strategies |
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105 | (4) |
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Determine Preskills and Teach Them |
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105 | (1) |
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Include an Opening, a Body, and a Closing |
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106 | (2) |
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108 | (1) |
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Presentation Methods Used to Teach Learning Strategies |
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109 | (2) |
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Active Student Involvement with Maximum Student Participation |
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109 | (1) |
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109 | (1) |
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Monitor and Correct Errors |
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110 | (1) |
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Controlled, Grade-Appropriate Practice and Independent Practice |
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111 | (1) |
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Examples of Specific Strategies in Teaching Reading and Writing in the Content Areas |
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111 | (2) |
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Teaching Reading Strategies in Content Area Classes |
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113 | (1) |
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Teaching Writing Strategies in Content Area Classes |
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114 | (3) |
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117 | (2) |
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119 | (1) |
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119 | (4) |
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123 | (27) |
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Demonstrating Sensitivity to Cultural and Linguistic Diversity |
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124 | (1) |
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Providing Adequate Background Knowledge |
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125 | (1) |
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Categorizing Materials as Either Content Knowledge or Academic Proficiency |
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126 | (2) |
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126 | (1) |
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Academic Proficiency Skills |
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127 | (1) |
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Including Both Language Development and Content Vocabulary Development |
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128 | (3) |
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128 | (2) |
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130 | (1) |
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Modifying Plans and Texts |
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131 | (7) |
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Graphic Depiction of the Text |
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133 | (2) |
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135 | (1) |
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135 | (2) |
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Audiotaping Versions of the Text |
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137 | (1) |
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Providing Live Demonstration |
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137 | (1) |
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138 | (1) |
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138 | (3) |
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Using Simplified Objectives |
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139 | (1) |
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139 | (1) |
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Creating Pairs and Small Groups |
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140 | (1) |
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Modifying the Length and Difficulty of Assignments |
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141 | (1) |
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Assigning Notetaking, Report Writing, Study Sheets and Homework, and Progress Checks |
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141 | (3) |
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141 | (1) |
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142 | (1) |
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Study Sheets and Homework |
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143 | (1) |
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143 | (1) |
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Using Study Resource Guides |
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144 | (1) |
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Developing Methods to Facilitate Curriculum Adaptations |
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144 | (1) |
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145 | (1) |
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145 | (1) |
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Encouraging Cooperative Efforts Among Teachers |
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145 | (1) |
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145 | (1) |
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146 | (1) |
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146 | (4) |
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Adjusting Discourse to Enhance Learning |
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150 | (16) |
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The Discourse of Sheltered Instruction |
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151 | (5) |
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The Discourse of Instructional Conversations |
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156 | (1) |
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157 | (6) |
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163 | (1) |
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164 | (1) |
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164 | (2) |
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Self-Evaluation and Collaborative Implementation |
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166 | (11) |
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Self-Evaluation and Goal Setting |
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167 | (6) |
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Collaboration with School Personnel and Peers |
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173 | (2) |
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175 | (1) |
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175 | (1) |
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176 | (1) |
| Index |
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177 | |
Other versions by this Author
