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Showing Item 4 of 37
Making the transition to classroom success : culturally responsive teaching for struggling language learners / Helaine W. Marshall, Ph.D., Andrea DeCapua, Ed.D.
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- 0 copies at The Center Library.
Current holds
0 current holds with 2 total copies.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| The Center Library | 371.82 Mar 2013 | 146480 | Stacks | Checked out | 12/08/2016 |
| The Center Library | 371.82 Mar 2013 | 146685 | Stacks | Checked out | 02/23/2018 |
Record details
- ISBN: 0472035339
- ISBN: 9780472035335
- Physical Description: xiii, 137 pages : illustrations ; 26 cm
- Publisher: Ann Arbor : University of Michigan Press, [2013]
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references (pages 123-132) and index. |
| Formatted Contents Note: | Culture and learning -- The intercultural communication framework -- Overview of MALP -- Scaffolding academic ways of thinking and responding -- Designing projects -- Flipping the classroom -- The MALP learning environment -- Assessing the implementation of MALP. |
| Summary, etc.: | "Learners with no, minimal, or limited exposure to formal education generally do not share the expectations and assumptions of their new setting; as a result, they are likely to find themselves confounded by the ways in which the language and content are presented, practiced, and assessed in Western-style educational settings. Institutions and teachers must tailor therefore their instruction to this population. Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners examines how understanding secondary and adult L2 learners' educational paradigm, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress. Making the Transition to Classroom Success builds on and expands on two earlier books, Meeting the Needs of Students with Limited or Interrupted Formal Schooling and Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. These previous books focused specifically on a subset of struggling L2 learners--those with limited or interrupted formal education (SLIFE) in U.S. secondary schools--and detailed the instructional model (MALP). Making the Transition broadens the applications of the MALP model to include academic thinking tasks, flipped classrooms, project design, and rubrics"--Back cover. |
Search for related items by subject
| Subject: |
Immigrants >
Education >
United States. Linguistic minorities > Education > United States. Immigrants > Education. Linguistic minorities > Education. United States. |
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| 020 | . | ‡a0472035339 | |
| 020 | . | ‡a9780472035335 | |
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| 050 | 4. | ‡aLC3731 ‡b.M377 2013 | |
| 082 | 0 | 4. | ‡a371.829/073 ‡223 |
| 100 | 1 | . | ‡aMarshall, Helaine W. |
| 245 | 1 | 0. | ‡aMaking the transition to classroom success : ‡bculturally responsive teaching for struggling language learners / ‡cHelaine W. Marshall, Ph.D., Andrea DeCapua, Ed.D. |
| 264 | 1. | ‡aAnn Arbor : ‡bUniversity of Michigan Press, ‡c[2013] | |
| 264 | 4. | ‡c©2013. | |
| 300 | . | ‡axiii, 137 pages : ‡billustrations ; ‡c26 cm | |
| 336 | . | ‡atext ‡2rdacontent | |
| 337 | . | ‡aunmediated ‡2rdamedia | |
| 338 | . | ‡avolume ‡2rdacarrier | |
| 520 | 8 | . | ‡a"Learners with no, minimal, or limited exposure to formal education generally do not share the expectations and assumptions of their new setting; as a result, they are likely to find themselves confounded by the ways in which the language and content are presented, practiced, and assessed in Western-style educational settings. Institutions and teachers must tailor therefore their instruction to this population. Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners examines how understanding secondary and adult L2 learners' educational paradigm, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress. Making the Transition to Classroom Success builds on and expands on two earlier books, Meeting the Needs of Students with Limited or Interrupted Formal Schooling and Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. These previous books focused specifically on a subset of struggling L2 learners--those with limited or interrupted formal education (SLIFE) in U.S. secondary schools--and detailed the instructional model (MALP). Making the Transition broadens the applications of the MALP model to include academic thinking tasks, flipped classrooms, project design, and rubrics"--Back cover. |
| 504 | . | ‡aIncludes bibliographical references (pages 123-132) and index. | |
| 505 | 0 | . | ‡aCulture and learning -- The intercultural communication framework -- Overview of MALP -- Scaffolding academic ways of thinking and responding -- Designing projects -- Flipping the classroom -- The MALP learning environment -- Assessing the implementation of MALP. |
| 650 | 0. | ‡aImmigrants ‡xEducation ‡zUnited States. | |
| 650 | 0. | ‡aLinguistic minorities ‡xEducation ‡zUnited States. | |
| 650 | 7. | ‡aImmigrants ‡xEducation. ‡2fast ‡0(OCoLC)fst00967726 | |
| 650 | 7. | ‡aLinguistic minorities ‡xEducation. ‡2fast ‡0(OCoLC)fst00999180 | |
| 651 | 7. | ‡aUnited States. ‡2fast ‡0(OCoLC)fst01204155 | |
| 700 | 1 | . | ‡aDeCapua, Andrea. |
| 994 | . | ‡aZ0 ‡bQI9 | |
| 948 | . | ‡hHELD BY QI9 - 97 OTHER HOLDINGS | |
| 901 | . | ‡aocn828768368 ‡bOCoLC ‡c12735 ‡tbiblio | |
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Showing Item 4 of 37
