Teaching English Language and Content in Mainstream Classes

<p><strong>Chapter 1 Principles of Integrated Language Teaching and Learning </strong></p> <p> Activity-Based Language Teaching and Learning Communicative Teaching and Learning</p> <p><strong>Chapter 2 Language Acquisition and Language Learning in the Classroom </strong></p> <p> What Do We Know about First Language Acquisition?</p> <p> What Is the Nature of the First Language Environment?</p> <p> How Do Acquisition and Learning Differ?</p> <p> What Are Factors Affecting Language Acquisition in the Classroom?</p> <p> What Strategies Do ELLs Use to Acquire Languages?</p> <p> What Are the Characteristics of a Culturally and Linguistically</p> <p> Appropriate Response to Intervention (RTI) Model?</p> <p> What Are the Characteristics of an Effective Classroom Environment for ELLs?</p> <p> What Are the Characteristics of Culturally and Linguistically Appropriate Tier 1 Instruction for ELLs?</p> <p> What Are the Characteristics of Culturally and Linguistically Appropriate Tier 2 Instruction for ELLs?</p> <p><strong>Chapter 3 Culturally Responsive Instruction: Connecting with Home Culture </strong></p> <p> Culturally Responsive Instruction</p> <p> What Are the Features of Culturally Responsive Instruction?</p> <p> How Do Teachers Connect to The Homes and Families of Their Students?</p> <p> How Can the School Community Support the Education of English Language Learners?</p> <p> How Can the Community Outside the School Support the Education of ELLs?</p> <p> How Does a Culturally Responsive Classroom Connect to Students’ Cultures, Languages, and Family in an RTI Model?</p> <p><strong>Chapter 4 Organizing the Classroom for Language Learning </strong></p> <p> First Things First: Feeling Ready to Learn</p> <p> Organizing the Physical Environment to Promote Language Learning</p> <p> Organizing the Classroom Social Environment to Promote Language Learning</p> <p> English Language Instructional Programs</p> <p> Organizing Instruction to Promote Language Learning</p> <p><strong>Chapter 5 Strategies for Oral Language Development </strong></p> <p> Conditions for Oral Language Learning</p> <p> Academic Language Learning</p> <p> Oral Language Development</p> <p> Stages of Oral Language Development</p> <p> Teacher Tools for Oral Language Development</p> <p> Assessing Oral Language Development</p> <p> Response to Intervention</p> <p><strong>Chapter 6 Oral Language Development in the Content Classroom </strong></p> <p> Content Learning and Oral Language Development</p> <p> Oral Language Development Every Which Way</p> <p> Listening In While Not Tuning Out</p> <p> Assessing Listening and Speaking Skills in the Content</p> <p><strong>Chapter 7 Teaching Vocabulary to English Learners</strong></p> <p> Why Is learning vocabulary important for English learners?</p> <p> What Do We Mean When We Speak of Vocabulary? How Many Words Do Students Need to Learn?</p> <p> What Words Should We Teach?</p> <p> What Are the characteristics of effective vocabulary instruction?</p> <p> How Should we provide direct vocabulary instruction?</p> <p> How Can we help learners develop Their own tools to deal with unknown words independently?</p> <p> What Are Active Interactive Strategies to Support Vocabulary Development?</p> <p> How Can we assess vocabulary development of English learners?</p> <p><strong>Chapter 8 Developing Literacy with English Learners: Focus on Reading </strong></p> <p> What Is Literacy?</p> <p> What Is Unique About English Language Learners</p> <p> Who Are Developing Literacy?</p> <p> The Language/Literacy Matrix</p> <p> What Tools and Strategies Can We Provide to Help ELLs</p> <p> Develop Literacy?</p> <p> Issues in Literacy Development with Older English Learners 194</p> <p> Assessing ELL Literacy Development 199</p> <p><strong>Chapter 9 Developing Literacy with English Learners: Focus on Writing </strong></p> <p> Why Teach Writing with English Learners?</p> <p> How Does Writing Develop to ELLs?</p> <p> Connecting Writing to Active, Communicative Language Teaching and Learning</p> <p> Challenges of Teaching Writing to English Learners</p> <p> Developing a Writing Environment</p> <p> Getting Started: Interactive Writing</p> <p> Scaffolding Learners Through the Writing Process</p> <p> Issues in Teaching Writing to Students with Interrupted Formal Education (SIFE)</p> <p> Assessing Writing</p> <p><strong>Chapter 10 Structuring and Planning Content-Language Integrated Lessons </strong></p> <p> Lesson Characteristics That Support Learning</p> <p> A Lesson Format for Integrated Learning</p> <p> Into the Lesson: Defining Objectives, Activating, and Preparing for Learning</p> <p> Through the Lesson: Input for Active Understanding, Vocabulary Development, and Practical Purpose</p> <p> Beyond the Lesson: Providing Reasons for Further Communication</p> <p> Response to Intervention</p> <p><strong>Chapter 11 Assessment Tools for the Integrated Classroom </strong></p> <p> What Is Assessment?</p> <p> What Are the Fundamental Principles of Classroom-BasedAssessment for ELLs?</p> <p> What Are the Critical Factors Affecting the Assessment of ELLs</p> <p> What Are Examples of Authentic, Performance-Based Classroom Assessment?</p> <p> How Do Standards Affect Classroom Assessment?</p> <p> Assessment for ELLs in an RTI Organizational Model</p> <p><strong>Chapter 12 Putting It All Together Thematically: Developing Content-Based Thematic Units </strong></p> <p> What Is Thematic Instruction?</p> <p> Why Teach Thematically?</p> <p> How Are Thematic Units Structured?</p> <p> What About Standards in a Thematic Unit?</p> <p> Organizing Content Curriculum in a Thematic Unit</p> <p> Organizing Language Curriculum in a Thematic Unit</p> <p> How Can Learning Strategies Be Incorporated into Thematic Instruction?</p> <p> A Last Word</p>