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ix | |
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x | |
| Series Introduction |
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xi | |
| Acknowledgments |
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xiii | |
| Introduction |
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1 | (8) |
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PART 1---Your English Language Learner |
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9 | (36) |
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11 | (2) |
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The Process of English Language Learning and What to Expect |
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13 | (8) |
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Give ELLs Many Opportunities to Read, to Write, to Listen to, and to Discuss Oral and Written English Texts Expressed in a Variety of Ways |
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14 | (1) |
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Draw Attention to Patterns of English Language Structure |
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15 | (1) |
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Give ELLs Classroom Time to Use Their English Producitively |
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16 | (1) |
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Give ELLs Opportunities to Notice their Errors and to Correct Their English |
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16 | (2) |
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Construct Activities that Maximize Opporutnitis for ELLs to Interact with Others in English |
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18 | (3) |
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Deciding on the Best ESOL Program |
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21 | (5) |
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Teaching for English Language Development |
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26 | (4) |
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Not All ELLs are the Same |
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30 | (5) |
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Stages of Cultural Adjustment |
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32 | (1) |
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Cultural Practices at School |
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33 | (2) |
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Culturally Responsive Pedagogy |
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35 | (3) |
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Not All Parents are the Same |
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38 | (3) |
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Ideas: On Fostering Access |
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39 | (1) |
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Ideas: On Fostering Approachability |
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39 | (1) |
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Ideas: On Achieving Good Follow-Through |
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40 | (1) |
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English Language Learners with Special Needs |
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41 | (4) |
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PART 2---The Changing Landscape of Career and Technical Education |
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45 | (66) |
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From Vocational Education to Career and Technical Education |
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49 | (18) |
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Career and Technical Education---Making a Strong Comeback |
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50 | (1) |
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No Longer a Dumping Ground for English Language Learners and Others |
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50 | (1) |
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51 | (2) |
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Helping At-Risk Students Stay in School |
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53 | (1) |
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English Language Learners at Higher Risk of Dropping Out |
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54 | (2) |
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What are the Biggest Causes of Dropping Out? |
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56 | (1) |
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Can Career and Technical Education Help Keep English Language Learners in School? |
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57 | (4) |
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Career and Technical Education Fosters Positive Peer and Adult Relationships |
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61 | (2) |
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Helping All Students Transition to Work and Further Education |
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63 | (4) |
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Career and Technical Education |
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67 | (28) |
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Learning about Work and Self |
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68 | (7) |
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75 | (5) |
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80 | (13) |
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93 | (2) |
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Nature of Teaching and Learning in Career and Technical Education Programs |
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95 | (16) |
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Decoding the Alignment of Curriculum and Instruction in Career and Technical Education Programs |
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95 | (4) |
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Nature of Instruction: Linking Content Focus and Teaching Strategies |
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99 | (1) |
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Deciding on Content Focus: Knowledge and /or Skills? |
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99 | (1) |
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Teaching and Assessment Strategies: Choosing the Right Tools |
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100 | (2) |
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Contextual Teaching and Learning: Premises and Promises |
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102 | (1) |
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Contextual Teaching and Learning: Connecting ``Knowing'' and ``Doing'' |
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103 | (1) |
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The Role of Authentic Occupational Contexts |
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103 | (1) |
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From Situated Learning to Cognitive Apprenticeship |
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104 | (1) |
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Promising Premises of Contextual Teaching and Learning |
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105 | (3) |
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108 | (1) |
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Implications for Teaching English Language Learners in Career and Technical Education Programs |
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109 | (2) |
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PART 3---Teaching English Language Learners in Career and Technical Education Programs |
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111 | (83) |
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A Framework for Teaching and Learning in Career and Technical Education Programs |
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111 | (1) |
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Making Instructional Decisions across Instructional Settings |
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112 | (1) |
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Bridging Contextual Teaching and Learning and English Language Development |
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113 | (3) |
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Connection to English Language Learners, Supports and Services |
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116 | (1) |
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Teaching English Language Learners in Career and Technical Education Programs: Making the Framework Work |
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116 | (1) |
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117 | (7) |
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Setting a Frame of Reference about Your Students |
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117 | (2) |
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Deciding on Target Content and Core Understanding |
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119 | (1) |
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Linking Target Content and Learning in the Classroom |
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120 | (1) |
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Setting the Criteria for Acceptable Perfomance |
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120 | (4) |
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Using Interactive Instructional Strategies in the Classroom |
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124 | (11) |
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Making Classroom Instruction Work for English Language Learners |
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125 | (1) |
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Integrating Interactive Strategies into Classroom Instruction |
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125 | (1) |
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Following a Basic Approach to Interactive Classroom Instructional Strategies |
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126 | (3) |
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Adapting Interactive Strategies to Your Needs |
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129 | (1) |
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Using Questioning Strategies and Advance Organizers |
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130 | (2) |
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132 | (3) |
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Using Interactive Demonstration Strategies |
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135 | (18) |
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Making Demonstrations Work for English Language Learners |
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135 | (1) |
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The Basis for Interactive Demonstration Strategies |
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136 | (1) |
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The Basis of Demonstration Strategies |
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137 | (2) |
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Interactive Demonstration Strategies: A Viable Alternative for English Language Learners |
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139 | (1) |
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Recognize English Language Learners Differences |
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139 | (1) |
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Focus on Deep Understandings |
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140 | (1) |
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Maximize Student Interactions |
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140 | (1) |
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Using Interactive Demonstration Strategies |
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141 | (1) |
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Getting the Students Attention |
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142 | (1) |
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Conducting the Demonstration |
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143 | (1) |
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Interactive ``Show-and-Tell'': How Are You Going to Organize the Demonstration? |
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144 | (2) |
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Facilitating Student Practice |
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146 | (3) |
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149 | (2) |
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Adapting Interactive Demonstrations to Particular Needs |
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151 | (2) |
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English Language Learner Strategies for Work-Based Learning |
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153 | (35) |
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What is Work-Based Learning and Why is it so Important for English Language Learners? |
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153 | (1) |
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What Types of Skills and Contexts are Typically Involved in Work-Based Learning? |
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154 | (2) |
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What are the Most Common Forms of Work-Based Learning? |
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156 | (1) |
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Work-Base Learning and Types of English Language Skills |
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157 | (1) |
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Work-Base Learning and Cognitive Demand |
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157 | (3) |
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Types of Work-Based Learning in which English Language Learners can Participate |
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160 | (20) |
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Strategies for Supporting English Language Learners in Work-Based Learning |
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180 | (2) |
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Effectiveness of Work-Based Learning |
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182 | (4) |
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Work-Based Learning for Teachers |
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186 | (2) |
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188 | (6) |
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188 | (2) |
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Career and Technical Education at Leto High: All English Language Learners Welcome |
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190 | (1) |
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Teaching English Language Learners at Leto High School |
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191 | (1) |
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Building upon the Hidden Value of Career and Technical Education |
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192 | (2) |
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194 | (13) |
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Understanding English Language Learners and Meeting Their Needs |
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194 | (1) |
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195 | (1) |
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195 | (1) |
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Project, Problem, and Inquiry-Based Learning |
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196 | (1) |
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Traditional, Alternative, and Authentic Assessment |
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196 | (1) |
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Instructional Concepts, Methods, Materials, and Other Resources |
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197 | (1) |
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Cooperative and Collaborative Learning |
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197 | (1) |
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Connecting with Parents and the Family |
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198 | (1) |
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198 | (1) |
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English Languae Learners and Career and Technical Education |
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198 | (1) |
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Working with Adult English Language Learners |
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199 | (1) |
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Miscellaneous and Resources of General Interest |
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199 | (2) |
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Translation and Dictionaries |
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201 | (1) |
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Resources for Career and Technical Education Programs |
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201 | (3) |
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Resources for Work-Based Learning |
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204 | (3) |
| Glossary |
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207 | (3) |
| Appendix A---Strategies for Working Effectively with Special Needs Students |
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210 | (5) |
| Appendix B---General suggestions for Working with ELLs |
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215 | (4) |
| Notes |
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219 | (1) |
| References |
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220 | (11) |
| Index |
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231 | |
Rohkem infot Taylor & Francis e-raamatute kohta