Schoolwide approaches to educating ELLs : creating linguistically and culturally responsive K-12 schools / Sonia W. Soltero.
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- 1 copy at The Center Library.
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0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.97 Sol 2011 | 145546 | Stacks | Available | - |
Record details
- ISBN: 9780325029221 (pbk. : alk. paper)
- ISBN: 0325029229 (pbk. : alk. paper)
- Physical Description: xix, 228 p. : ill., maps ; 24 cm.
- Publisher: Portsmouth, NH : Heinemann, c2011.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (p. 207-219) and index. |
| Formatted Contents Note: | Machine generated contents note: ch. 1 Critical Issues in Second Language Acquisition -- Factors That Affect Second Language Acquisition -- Intevral Factors That Affect Language Acquisition -- External Factors That Affect Language Acquisition -- Theories Of Second Language Acquisition -- How Long Does It Take To Acquire A Second Language? -- Second Language Myths -- The Myth That Ells Don't Need Specilized Support -- The Grand father Myth -- The Myth That Immigrants Refuse to learn English -- The Home Learning Myth -- The Myth That Young Children Learn Languages More Easily -- The Myth That More English is Better -- The Myth That Speaking Equals Proficency -- The Myth That Learning Two Languages Causes Confusion -- The Myth That Errors Should Be Corrected, Immediately -- Overcoming The Myths -- Applications -- Suggestions For Further Reading -- ch. 2 School Structures: Schoolwide Response for ELL Education -- School Climate And Schoolwide Practices -- School Vision And Mission -- What Are Vision and Mission Statements? -- Considerations For Building A Culturally Responsive Climate -- Safe and Inclusive School Environments -- Drawing On and Celebrating Stadents' Language and Culture -- Becoming Culturally and linguistically Responsive -- Professional Development and Support Services -- Additive Language Opportunities -- Applications -- Suggestions For Further Reading -- ch. 3 Programmatic and Curricular Design -- Language Program Models -- Additive and Subtractive Models -- Programs with Native Language Instruction -- Programs with English-Only Instruction -- Selecting The Appropriate Model -- Schoolwide Needs Assessment -- Criteria for ELL Program Selection -- Implementation Plan -- Preschool Programs And Ells -- Early Childhood Education and Poverty -- Benefits of Early Bilingualism -- Access to Linguistically and Culturally Responsive Preschool -- Program Coordination, Cohesion, And Alignment -- Program Cohesion and Compatibility -- Vertical, Horizontal, and Cross-Program Articulation -- Assessment And Evaluation -- Student Assessment: Standardized Tests -- Student Assessment: Authentic and Performance-Based -- Program Evaluation -- Applications -- Suggestions For Further Reading -- ch. 4 Principles of Effective Teaching and Learning for ELLs -- Connecting High Expectations And Academic Success -- The Language-Literacy Connection -- Oral Language Development and Vocabulary Building -- Teaching for Transfer -- Literature-Based Instruction -- Authentic Literature -- Literature-Based Strategies -- Culturally Relevant Curriculum -- Applications -- Suggestions For Further Reading -- ch. 5 Leadership, Advocacy, and Engagement -- Effective And Visionary Leadership -- Education Leadership Frameworks -- Developing a knowledge Base -- Leadership Practices -- Advocacy For The Education Of Ells -- State- and National-Level Advocacy -- Classroom, School, and District Advocacy -- Parent, Family, And Community Participation -- Models for Meaningful ELL Family Participation -- Community Outreach -- Applications -- Suggestions For Further Reading -- CONCLUSIONS: CHALLENGES AND OPPORTUNITIES TO ACHIEVE A PROMISING FUTURE FOR ELLS -- Appendix A Joint Statement On The Teacher English Fluency Initiative In Arizona -- Appendix B Statement Of Ncte Against Arizona Department Of Education Ruling On Teacher Speech -- Appendix C Organizations And Centers: Advocacy And Information -- References. |
Search for related items by subject
| Subject: |
English language >
Study and teaching >
Foreign speakers. Language arts > Correlation with content subjects. English language > United States. Education, Bilingual. |
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|---|---|---|---|
| 001 | 12114 | ||
| 003 | CNTR | ||
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| 005 | 20120324084742.8 | ||
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| 020 | . | ‡a9780325029221 (pbk. : alk. paper) | |
| 020 | . | ‡a0325029229 (pbk. : alk. paper) | |
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| 043 | . | ‡an-us--- | |
| 050 | 0 | 0. | ‡aPE1128.A2 ‡bS5998 2011 |
| 082 | 0 | 0. | ‡a428.0071/273 ‡222 |
| 092 | . | ‡a371.97 ‡bSol 2011 | |
| 049 | . | ‡aQI9A | |
| 100 | 1 | . | ‡aSoltero, Sonia W. |
| 245 | 1 | 0. | ‡aSchoolwide approaches to educating ELLs : ‡bcreating linguistically and culturally responsive K-12 schools / ‡cSonia W. Soltero. |
| 260 | . | ‡aPortsmouth, NH : ‡bHeinemann, ‡cc2011. | |
| 300 | . | ‡axix, 228 p. : ‡bill., maps ; ‡c24 cm. | |
| 504 | . | ‡aIncludes bibliographical references (p. 207-219) and index. | |
| 505 | 0 | . | ‡aMachine generated contents note: ch. 1 Critical Issues in Second Language Acquisition -- Factors That Affect Second Language Acquisition -- Intevral Factors That Affect Language Acquisition -- External Factors That Affect Language Acquisition -- Theories Of Second Language Acquisition -- How Long Does It Take To Acquire A Second Language? -- Second Language Myths -- The Myth That Ells Don't Need Specilized Support -- The Grand father Myth -- The Myth That Immigrants Refuse to learn English -- The Home Learning Myth -- The Myth That Young Children Learn Languages More Easily -- The Myth That More English is Better -- The Myth That Speaking Equals Proficency -- The Myth That Learning Two Languages Causes Confusion -- The Myth That Errors Should Be Corrected, Immediately -- Overcoming The Myths -- Applications -- Suggestions For Further Reading -- ch. 2 School Structures: Schoolwide Response for ELL Education -- School Climate And Schoolwide Practices -- School Vision And Mission -- What Are Vision and Mission Statements? -- Considerations For Building A Culturally Responsive Climate -- Safe and Inclusive School Environments -- Drawing On and Celebrating Stadents' Language and Culture -- Becoming Culturally and linguistically Responsive -- Professional Development and Support Services -- Additive Language Opportunities -- Applications -- Suggestions For Further Reading -- ch. 3 Programmatic and Curricular Design -- Language Program Models -- Additive and Subtractive Models -- Programs with Native Language Instruction -- Programs with English-Only Instruction -- Selecting The Appropriate Model -- Schoolwide Needs Assessment -- Criteria for ELL Program Selection -- Implementation Plan -- Preschool Programs And Ells -- Early Childhood Education and Poverty -- Benefits of Early Bilingualism -- Access to Linguistically and Culturally Responsive Preschool -- Program Coordination, Cohesion, And Alignment -- Program Cohesion and Compatibility -- Vertical, Horizontal, and Cross-Program Articulation -- Assessment And Evaluation -- Student Assessment: Standardized Tests -- Student Assessment: Authentic and Performance-Based -- Program Evaluation -- Applications -- Suggestions For Further Reading -- ch. 4 Principles of Effective Teaching and Learning for ELLs -- Connecting High Expectations And Academic Success -- The Language-Literacy Connection -- Oral Language Development and Vocabulary Building -- Teaching for Transfer -- Literature-Based Instruction -- Authentic Literature -- Literature-Based Strategies -- Culturally Relevant Curriculum -- Applications -- Suggestions For Further Reading -- ch. 5 Leadership, Advocacy, and Engagement -- Effective And Visionary Leadership -- Education Leadership Frameworks -- Developing a knowledge Base -- Leadership Practices -- Advocacy For The Education Of Ells -- State- and National-Level Advocacy -- Classroom, School, and District Advocacy -- Parent, Family, And Community Participation -- Models for Meaningful ELL Family Participation -- Community Outreach -- Applications -- Suggestions For Further Reading -- CONCLUSIONS: CHALLENGES AND OPPORTUNITIES TO ACHIEVE A PROMISING FUTURE FOR ELLS -- Appendix A Joint Statement On The Teacher English Fluency Initiative In Arizona -- Appendix B Statement Of Ncte Against Arizona Department Of Education Ruling On Teacher Speech -- Appendix C Organizations And Centers: Advocacy And Information -- References. |
| 650 | 0. | ‡aEnglish language ‡xStudy and teaching ‡xForeign speakers. | |
| 650 | 0. | ‡aLanguage arts ‡xCorrelation with content subjects. | |
| 650 | 0. | ‡aEnglish language ‡zUnited States. | |
| 650 | 0. | ‡aEducation, Bilingual. | |
| 949 | . | ‡a145546 | |
| 901 | . | ‡a714505191 ‡bSystem Local ‡c12114 ‡tbiblio | |
