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Teaching English Language Learners in Career and Technical Education Programs [Pehme köide]

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(University of South Florida, USA), (University of South Florida, USA)
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Teaching English Language Learners in Career and Technical Education ProgramsSuurem pilt
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Püsilink: https://www.kriso.ee/db/9780415957571.html
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Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today's Career and Technical Education programs. The authors' teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiples settings.

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

William Blank is Professor in the Department of Adult, Career, and Higher Education, University of South Florida.