Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while teaching in it. The authors have combined the work of urban education theorists, researchers, and practitioners to demonstrate that urban students bring many resources to their learning environment and can often serve as educators to the teachers themselves. Readers will feel prepared to challenge, rather than maintain, the status quo after reading this book.
For English Learners and other struggling students, understanding and using academic language is absolutely critical to literacy development and school achievement, but it takes careful planning to help these students develop mastery. Ruth Swinney and Patricia Velasco's teacher-friendly guide explains how to weave together content and language goals when planning lesson units, as well as offering strategies for moving students from social to academic language and creating a curriculum of talk in the classroom. In addition, Swinney and Velasco provide detailed sample unit plans in all content areas to demonstrate how these strategies can be employed while simultaneously meeting curriculum demands. Using specific structures of balanced literacy including read along, shared reading, and shared writing, these unit plans also include a self-assessment guide for teachers to use as they scaffold the content to increase comprehension and student achievement
Most classrooms contain children from a variety of backgrounds, where home culture, religious beliefs and the family's economic situation all impact on achievement. This needs to be recognised by teachers in order to establish fair, respectful, trusting and constructive relationships with children and their families, which will allow every child to reach their full potential. This book looks at real issues that affect teachers in the classroom, and examines a variety of influences affecting child development. It provides you with the theoretical and practical information you need to ensure you understand the complex factors which affect the children in your care, and it encourages good, thoughtful teaching. Dealing with some of the less widely addressed aspects of diversity and inclusion, the book considers: - children who are asylum seekers - the notion of 'pupil voice' - what diversity and equality mean in practice - gender and achievement - looked-after children - social class - disability - ethnicity and whiteness This book is essential reading for any education student looking at diversity and inclusion, and for teachers in role looking for advice on how to meet the professional standards.
Most classrooms contain children from a variety of backgrounds, where home culture, religious beliefs and the family's economic situation all impact on achievement. This needs to be recognised by teachers in order to establish fair, respectful, trusting and constructive relationships with children and their families, which will allow every child to reach their full potential. This book looks at real issues that affect teachers in the classroom, and examines a variety of influences affecting child development. It provides you with the theoretical and practical information you need to ensure you understand the complex factors which affect the children in your care, and it encourages good, thoughtful teaching. Dealing with some of the less widely addressed aspects of diversity and inclusion, the book considers: - children who are asylum seekers - the notion of 'pupil voice' - what diversity and equality mean in practice - gender and achievement - looked-after children - social class - disability - ethnicity and whiteness This book is essential reading for any education student looking at diversity and inclusion, and for teachers in role looking for advice on how to meet the professional standards.
Students' cultural and linguistic differences are often mistaken for learning and/or behavioural disabilities. On the other hand, these cultural and linguistic differences may actually mask a student's disability. Despite significant advances in the understanding of effective teaching practices for culturally and linguistically diverse (CLD) students, including limited English proficient (LEP) and English language learners (ELL), the transfer of research to practice remains elusive. In Seven Steps to Separating Difference From Disability, Catherine Collier introduces the PRISIM process (the Pyramid of Resiliency, Instruction, Strategies Intervention, and Monitoring) for use within an RTI framework. PRISIM's seven steps ensure that diverse students with special needs are not disproportionately identified for special services and that all students with special needs have those needs met in the most appropriate manner. This book contains: - A 7-step process for separating difference from disability within an RTI framework - Resource materials for implementing the process - Reproducible forms - Recommended reading materials - Case studies - Self-study assessment worksheet - Glossary.
"Offers invaluable resources for teachers and administrators taking a proactive approach to eliminating the subgroup of long-term English learners." -Yee Wan, Multilingual Programs Coordinator Santa Clara County Office of Education, San Jose, CA "This book encapsulates a serious call to action: challenging leaders and educators to forge bold yet eminently practical pathways toward high-quality, evidence-based systematic instruction." -Virginia R. Champion, Senior Education Specialist Region One Education Service Center, Edinburg, TX 10 keys to keeping English learners from falling through the cracks Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebook's 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderon and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students' learning. Key features include: A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively Coverage of a variety of program types Research-based tools for improving instruction and measuring learning progressions Methods for implementing an EL program while meeting core standards and content objectives Inside are studies from a principal and superintendent and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.
a'This book is one of the best IAEve read on how the brain functions in second language learners and is invaluable for understanding ELLs with learning disabilities.'uIrma Guadarrama, ProfessorUniversity of Texas-Pan American College of Education 'David Sousa brings together all of the research about the brain to show the process of learning multiple languages and offers ways to implement effective teaching strategies with quality instruction.'uSharon Latimer, ESL TeacherPlano ISD, TXRaise your ELL success quotient and watch student achievement soar!Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners in Ku12 classrooms. Award-winning author and brain research expert David A. Sousa describes the linguistic reorganization needed to acquire another language after the age of 5 years. He supplements this information with immediately applicable tools, including: A self-assessment pretest for gauging your understanding of how the brain learns languagesReady-to-use brain-compatible strategies for teaching English learners across the curriculum An entire chapter about how to detect English language learning problems, with sections on the social, cultural, and physical causesEach chapter features teaching tips that translate the research into step-by-step classroom applications. Also included are intervention strategies to use with struggling ELLs, including methods for working with older students.
Approaches to Teaching Linguistic Minority Students
Do you have EAL students in your class? Would you like guidance on teaching your subject to EAL students? With linguistic diversity on the increase, teachers from all subject areas and levels of school education are working with students for whom English is an additional language, helping them to develop their English for learning purposes. This book provides an invaluable and accessible resource for working with EAL students. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice. The chapters cover themes, references and pedagogic concerns common to teachers across the globe. This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programmes. Professor Constant Leung is Deputy Head of Department of Education and Professional Studies at King's College London. Angela Creese is Professor of Educational Linguistics in the School of Education at the University of Birmingham
Approaches to Teaching Linguistic Minority Students
Do you have EAL students in your class? Would you like guidance on teaching your subject to EAL students? With linguistic diversity on the increase, teachers from all subject areas and levels of school education are working with students for whom English is an additional language, helping them to develop their English for learning purposes. This book provides an invaluable and accessible resource for working with EAL students. It brings together the international experiences and expertise of a team of distinguished language educators who explore a range of teaching approaches and provide professionally-grounded practical advice. The chapters cover themes, references and pedagogic concerns common to teachers across the globe. This book will be of use to individual teachers who want to extend their knowledge and practice, and also as a set text for professional development programmes. Professor Constant Leung is Deputy Head of Department of Education and Professional Studies at King's College London. Angela Creese is Professor of Educational Linguistics in the School of Education at the University of Birmingham
