Language minority students in the mainstream classroom

목차 (Table of Contents)

• CONTENTS
• Acknowledgments = ⅸ
• Introduction = ⅹ
• 1 Limited English Proficient Students in the Mainstream Classroom = 1
• Introduction = 2
• Mainstreaming LEP Students : A Definition = 3
• Guiding Principles for Mainstream Classrooms = 6
• A Word of Caution = 9
• Issues in Mainstreaming Limited English Proficient Students = 9
• Conclusion = 18
• 2 Limited English Proficient Students／English Language Learners : Who Are They? = 19
• Introduction = 20
• The 'LEP／ELL' Population in the United States = 21
• Linguistic Issues in Educating LEP／ELL Students = 27
• Factors to Consider in the Cognitive and Academic Development of LEP／ELL Students = 29
• Assessment Issues and Recommended Practices = 31
• Multiple Criteria Approaches = 32
• Matching Assessment to Instruction = 35
• Assessment of English Language Arts : The New York Case = 37
• English for the Children : The California Case = 37
• Conclusion = 38
• 3 Cultural and Linguistic Diversity in the Classroom = 39
• Introduction = 40
• Ethnic Diversity in the Classroom = 40
• Hispanic Students = 41
• Asian and Pacific Islander Students = 43
• American Indian, Eskimo and Aleut Students = 45
• Haitian Students = 46
• Russian Students = 48
• Arab Students = 49
• Summary = 50
• Language Diversity in the United States = 50
• Organization of a Multicultural-Sensitive Classroom = 53
• Conclusion = 57
• 4 Alternatives to Mainstreaming = 58
• Introduction = 59
• Second Language Learning = 60
• Summary = 62
• Understanding Second Language Proficiency = 62
• The Role of the Native／First Language = 63
• Individual Differences = 64
• The Bilingualism of Language Minority Students = 67
• Fostering Bilingualism Through Bilingual Education = 68
• Recommended English as a Second Language Methodology = 72
• Sheltered Subject Matter Teaching = 75
• Conclusion = 76
• 5 The Integrated Development of Oral and Written Language = 78
• Introduction = 79
• The Oral Language, Reading and Writing Connection = 80
• Listening Comprehension = 84
• The Oral Production of Second Language Learners = 85
• Reading in a Second Language = 87
• Writing in a Second Language = 90
• From Functional to Critical Literacy = 92
• Conclusion = 92
• 6 Instructional Strategies for LEP／ELL Students' Oral and Written English Language Development = 94
• Introduction = 95
• Initial Strategies to Teach Reading Comprehension in English to LEP／ELL Students = 96
• Prereading Strategies = 96
• Guided Reading Strategies = 98
• Post-Reading Strategies = 99
• The Language Experience Approach as a Post-Reading Activity = 99
• Developing Literacy Through Literature = 100
• Language Arts Classrooms = 103
• Instructional Strategies for the Development of Writing Proficiency = 104
• Integrating Process and Product = 105
• Journal Writing = 106
• Pragmatic Writing = 106
• Thematic Units = 108
• Conclusion = 109
• 7 Integrating Language and Social Studies Learning = 111
• Introduction = 112
• Integrating Language and Content = 113
• Preparing Students for a Social Studies Lesson = 115
• Recommended Teaching Practices = 120
• Historical Literature = 121
• Creating Cooperative Grouping = 122
• Emphasizing Paraphrasing and Summarizing = 123
• Using Manipulatives and Multimedia Materials = 125
• Responding to the Social Studies National and Local Standards = 126
• An Eclectic Model = 128
• Conclusion = 129
• 8 Integrating Language and Science Learning = 130
• Introduction = 131
• Science Processes and the Language of Science = 132
• Science : A Meaning-Making Process = 134
• Discovery Learning = 135
• Teaching for Understanding = 137
• Concept Development = 138
• Vocabulary Development = 140
• Collaborative Interactions in the Science Classroom = 141
• Science Investigations = 142
• Expansion of Concepts = 142
• Problem-Solving Situations = 143
• Development of Thinking Skills = 144
• Development of Study Skills = 144
• What Other Elements Facilitate the Acquisition of Science Concepts and Skills to LEP／ELL Students? = 145
• Conclusion = 146
• 9 Integrating Language and Mathematics Learning = 148
• Introduction = 149
• The Language of Mathematics = 150
• Vocabulary = 152
• Syntax = 153
• Semantics = 154
• Discourse = 155
• Word Problems = 155
• Mathematics : Content and Process = 156
• Construction of Mathematical Understanding = 157
• Solving Problems in Meaningful Situations = 158
• Using Thinking Strategies to Learn Basic Facts = 160
• Recommended Instructional Practices = 161
• Pre-Mathematics Language Activities = 162
• Conducting Productive Class Discussions = 162
• Use of Manipulatives = 162
• Integration of Mathematics and Other Content Areas = 163
• Conclusion = 164
• 10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP／ELL Students = 165
• Introduction = 166
• Competencies of Successful Mainstream Teachers = 167
• Organization and Delivery of Instruction = 168
• Facilitators of Parental Involvement = 174
• Creating Appropriate Language and Learning Environments for LEP／ELL Students = 176
• Developing Reflective Practitioners = 178
• Conclusion = 180
• References = 182
• Indexes = 197