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Chapter 1 Leadership And Professional Development |
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1 | (3) |
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How can we help leadership teams develop and implement coherent programs for all students, particularly English language learners? |
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4 | (4) |
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What kinds of knowledge and skills do administrators need in order to implement an effective program for English language learners? |
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8 | (1) |
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What kinds of knowledge and skills do general education teachers, English as a second language teachers, bilingual teachers, and support staff need to implement an effective program for English language learners? |
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9 | (8) |
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How do we ensure that teachers and staff have the professional development they need to implement an effective program for English language learners? |
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17 | (6) |
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What are the implications of different ways of referring to these students (e.g., limited English proficient, English language learner, emergent bilinguals, bilingual learners)? |
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23 | (2) |
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What levels of language proficiency in the language of instruction do bilingual teachers need to have in order to teach effectively in a bilingual program? |
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25 | (1) |
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How should administrators evaluate bilingual teachers when they are teaching in a language other than English? |
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26 | (2) |
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What are recommended resources for the professional development of teachers who work with English language learners? |
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28 | (3) |
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Survey for Reflection and Action |
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31 | (4) |
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Chapter 2 How Children Learn In Two (Or More) Languages |
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35 | (2) |
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How long does it take for an English language learner to become proficient in a second language? |
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37 | (5) |
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What factors influence English language learners' success at school? |
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42 | (2) |
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How do English language learners learn content-area concepts through their second language? |
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44 | (3) |
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What is the role of culture in language learning? |
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47 | (2) |
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What role does the home language play in an English language learners' life/schooling? |
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49 | (1) |
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How do English language learners acquire a second language at school? |
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50 | (6) |
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How does first language literacy development relate to second language literacy development? |
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56 | (2) |
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In what language should an English language learner begin to read and write? |
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58 | (1) |
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Does learning in a native language delay the acquisition of English? |
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59 | (1) |
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Survey for Reflection and Action |
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60 | (4) |
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Chapter 3 Policies And Accountability Requirements For English Language Learners |
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64 | (2) |
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How have laws regarding English language learners evolved in the United States? |
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66 | (3) |
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What are the problems with standardized testing for English language learners? |
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69 | (1) |
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What kinds of accommodations are appropriate when assessing English language learners? |
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70 | (2) |
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Has progress been made in raising the achievement of English language learners since the passage of No Child Left Behind in 2001? |
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72 | (1) |
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Has progress been made in raising the achievement of English language learners since the passage of English-only laws in California, Arizona, and Massachusetts? |
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73 | (2) |
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What does a valid and reliable accountability system for English language learners need to include? |
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75 | (5) |
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How can we provide valid and reliable evidence of English language learner student growth and how can we use that evidence for decision making? |
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80 | (7) |
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How do we use evidence on program effectiveness to inform policy? |
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87 | (3) |
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How do we develop a language policy that is appropriate for our school and community context? |
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90 | (3) |
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Survey for Reflection and Action |
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93 | (4) |
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Chapter 4 Developing Instructional Programs For English Language Learners |
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97 | (1) |
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What are defining features of effective programs for English language learners? |
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98 | (5) |
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What kinds of programs are available for English language learners? |
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103 | (2) |
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What are the most effective kinds of programs for English language learners? |
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105 | (1) |
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What is the best way to promote the English language development and academic achievement in English of English language learners when we do not have a bilingual program? |
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106 | (2) |
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What are the essential components of a sheltered English immersion (SEI) program? |
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108 | (2) |
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What is the difference between English as a second language (ESI.)/ English language development (ELD) and sheltered instruction/specially designed academic instruction in English (SDAIE)? |
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110 | (1) |
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What should the English-as-a-second-language (ESL)/English language development (ELD) component of a program look like? |
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111 | (2) |
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What is the best bilingual model of instruction? |
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113 | (2) |
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How do we decide what kind of a program for English language learners is appropriate for our school? |
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115 | (3) |
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How do we create a positive school environment for English language learners and their parents/members of their households? |
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118 | (3) |
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How do we plan for language development? |
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121 | (2) |
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How do we plan for biliteracy development? |
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123 | (5) |
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How do we promote first/home language literacy development when we cannot have a bilingual program? |
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128 | (1) |
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What is a heritage language program? |
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129 | (1) |
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Survey for Reflection and Action |
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130 | (5) |
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Chapter 5 Implementing And Evaluating Instructional Programs For English Language Learners |
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135 | (1) |
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How do we ensure that everyone in the school shares the responsibility for educating English language learners, not just those who are specialists in the field? |
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136 | (1) |
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How do we integrate parents of English language learners and community members into our program/school? |
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137 | (3) |
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How can teachers build on the linguistic and cultural resources that their students bring with them to school? |
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140 | (6) |
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How do we articulate our program so that it provides the intensity, continuity, and length of time that English language learners need to acquire academic English? |
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146 | (1) |
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How do we ensure that general education teachers and English as a second language teachers collaborate to address the content and language needs of the English language learners? |
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147 | (3) |
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How should English language learners be grouped for instruction? |
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150 | (3) |
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How can we effectively use instructional assistants in English language learner education? |
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153 | (2) |
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How should we assess the language proficiency of English language learners? |
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155 | (2) |
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How should we assess the academic achievement of English language learners? |
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157 | (2) |
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When should English language learners exit their bilingual/English as a second language program? |
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159 | (1) |
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What should happen to English language learners after they leave the bilingual/English as a second language program designed for them? |
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160 | (2) |
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How do we use data on student performance to make decisions about the implementation of our program for English language learners? |
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162 | (2) |
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What should an evaluation of a program for English language learners include? |
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164 | (1) |
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Survey for Reflection and Action |
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165 | (3) |
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Chapter 6 Classroom Instruction And Assessment |
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168 | (2) |
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What are the best instructional approaches for English language learners? |
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170 | (1) |
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What can the general education classroom teacher do to teach English language learners effectively while they are in the general education class? |
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171 | (2) |
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How can teachers differentiate content-area instruction and assessment for English language learners at different levels of English language proficiency? |
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173 | (2) |
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How do we ensure that English language learners develop English language proficiency? |
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175 | (3) |
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When and how should an English language learner begin to read and write in English? |
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178 | (2) |
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How do we promote English language learners' oral language development, and use that as a foundation for academic language and literacy development? |
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180 | (2) |
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How do we teach for transfer? |
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182 | (1) |
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How do we ensure that English language learners can read and write in all content areas? |
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183 | (5) |
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What materials can we use with English language learners? |
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188 | (1) |
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How can we use technology to support the academic, language, and learning needs of our English language learners? |
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188 | (6) |
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How can classroom assessment of English language learners be used in a climate of high-stakes testing? |
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194 | (1) |
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Survey for Reflection and Action |
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195 | (5) |
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Chapter 7 When Challenges Arise |
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200 | (1) |
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What do we do when English language learners seem to take a particularly long time to acquire English? How do we know what that is due to? |
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201 | (3) |
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How can we distinguish between a language difficulty and a learning disability? |
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204 | (1) |
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How can we best serve English language learners who do have special needs, such as a disability? |
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205 | (2) |
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How can we ensure that response to intervention (RTI) is appropriate for English language learners? |
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207 | (3) |
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How can we address the challenges of adolescent English language learners? |
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210 | (2) |
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How should we deal with overage English language learners who come to school with a low level of literacy in their first language? |
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212 | (1) |
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How can we best serve students who come with interrupted formal education (SIFE) or limited prior schooling? |
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213 | (4) |
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How can we best serve migrant English language learner populations? |
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217 | (2) |
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How can we best serve older English language learners who are returning to school after having dropped out, or who have arrived in the United States after age 18? |
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219 | (1) |
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What can we do when there are only a few English language learners in a school district? |
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220 | (3) |
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How can we schedule English language learners when we do not have enough students to make up a class or a program? |
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223 | (2) |
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Survey for Reflection and Action |
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225 | (2) |
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227 | (1) |
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Regarding English language learners, whom do we advocate with, and about what? |
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228 | (1) |
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Maria Josefina (Josie) Yanguas |
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What are some key elements in advocating for education programs for English language learners? |
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229 | (3) |
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What are some concrete strategies that administrators and teachers can use to guide advocacy for English language learners on the local level? |
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232 | (4) |
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How can we use information about the program for English language learners to advocate for further development? |
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236 | (1) |
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What are some resources to help us advocate on behalf of English language learners? |
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237 | (1) |
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How can we move from advocacy for English language learners to activism by English language learners and their families? |
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238 | (3) |
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How have recent policies affected the way we perceive English language learners' performance in school? |
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241 | (2) |
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What is bilingualism worth, and how much should we be willing to invest in it? |
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243 | (2) |
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Survey for Reflection and Action |
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245 | (2) |
| Glossary |
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247 | (6) |
| References |
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253 | (8) |
| Index |
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261 | |
Lisainfo e-raamatute kohta