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Teaching English Language Learners Across the Content Areas

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    Default Teaching English Language Learners Across the Content Areas

    ReUploaded by arcadius 14.09.2015

    The audience for Teaching English Language Learners Across the Content Areas is teachers, supervisors, curriculum specialists, principals, and superintendents who are working with English language learners (ELLs) in their classrooms.

    This book is the result of our combined experience working with ELLs: Judie taught elementary and middle school ELLs for 28 years and has been working with teachers of ELLs for the last 16 years; Debbie worked with high school ELLs for six years, administered K–12 English language education for over 20 years, and taught at a university for over a decade where she designed and developed courses for general classroom, secondary subject-matter, special education, resource, and English as a Second Language (ESL) teachers, as well as for administrators who taught English to ELLs. Debbie directs a professional development, consulting, and support center for teachers and administrators of ELLs.

    Educators are teaching a rapidly growing number of ELLs in U.S. schools, yet most public school teachers are not trained to do so. As a result, they are challenged to find effective ways to ensure that ELLs are actively participating in content area instruction. This is particularly so because many ELLs receive limited instruction in ESL.

    We believe that students’ success is highly correlated with their
    engagement in the learning process. Although statewide assessments are often used as measures of student success, we worry about the impact of tests that are given when students are not yet competent in English. Learning English is a developmental process that occurs over a period of years.

    It is dependent on the comprehensibility, quality, and sustainability of language and content learning experiences. Although advocating for fair testing is important, modifying instruction to make it accessible to ELLs is at the core of what must occur.

    Through our own experience, we know that ELLs need to be instructed by teachers who create and deliver lessons that effectively teach both content and the English language while promoting active student engagement.

    It is our goal to help teachers build classroom and school environments where all students, including ELLs, can flourish. We want to show elementary grade-level, secondary subject-matter, special education, and resource teachers; curriculum directors; administrators; support staff; and other stakeholders how to involve their ELL students in content activities with the whole class to the greatest extent possible.

    To that end, this book will focus on how teachers can improve student academic language and literacy learning in language arts, math, science, and social studies classes.

    The ideas and tools that we present in this book will help teachers strengthen students’ capacity to learn content vocabulary and concepts, activate students’ background knowledge, modify content area materials in ways that specifically address language and content learning, and communicate content information to ELLs. The book is organized around strategies for working with ELLs in a content area class.

    These strategies include:

    • Developing classroom learning environments that enhance learning for ELLs,
    • Writing lesson plans that ensure optimal engagement of ELLs,
    • Planning small-group configurations that include ELLs in mainstream instruction,
    • Teaching vocabulary in a way that helps ELLs understand content area information,
    • Designing reading and writing instruction that is at the appropriate English language level for ELLs,
    • Assigning homework and developing assessments that are linked to instruction, and
    • Learning to effectively communicate with the parents of ELLs.

    Each chapter opens with a classroom scenario that depicts a common challenge in elementary, middle, and high school content area classes, followed by specific ideas for modifying instruction for the benefit of ELLs. These opening scenarios are situated in science, math, and social studies classes. Smallgroup configurations can be used in all classes.


    2010| 200 pages | PDF | 1,5 MB


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    Last edited by arcadius; 09-14-2015 at 10:00 PM.
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    Default Re: Teaching English Language Learners Across the Content Areas

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