Teaching Learners of English in Mainstream Classrooms (K-8)

Dr. Linda New Levine is a consultant for public school teachers of language learning children and for programs for teaching English as a Foreign Language in both primary and secondary classrooms and holds a Masters in TESOL and a Ph.D. in Applied Linguistics from New York University. .  She has been a teacher of English as a Second Language and a Staff Development Facilitator for the Bedford Central school district, New York.  Levine was an adjunct assistant professor of ESL Methods and Materials for school-age children at Teachers College, Columbia University and has written Elementary ESL curriculum and conducted numerous workshops with ESL, EFL and mainstream teachers in the United States, Europe, Africa and Asia.     Dr. Mary Lou McCloskey, former President of TESOL, is Director of Teacher Education and Curriculum Development for Educo in Atlanta.  As a consultant and author in the field of English language education, she has worked with teachers, teacher educators, and departments and ministries of education on five continents and in 35 of the 50 United States.  Current projects include Teaching Tolerance through English, a project with teens and teachers in Central Europe; working as consultant to the FugeesFamily, a nonprofit group that serves school-age refugees in Atlanta, on ways to best develop literacy; and an anthology of contemporary literature for teens learning English.  Author of many professional books and programs for learners, including On Our Way to English, Voices, Visions and McDougal Littell Literature.  McCloskey considers her most important credential, however, her years of experience with multilingual, multicultural learners and teachers, from pre-school through postgraduate.

List of Tables, Figures, and Photos

 

Introduction

 

Chapter 1:  Language Acquisition and Language Learning in the Classroom

 

What do we know about first language acquisition?

            Language acquisition is universal

            Language acquisition is natural

            Language acquisition does not require instruction

What is the nature of the first language environment?

            Children are immersed in language

            Language is highly contextualized

            Language is a tool for purposeful use

            Children are physically active while learning languages

            Acquisition occurs within a social environment

            Children choose those aspects of language they wish to acquire

            Language acquisition is emotionally embedded

            Language acquisition is an integrated learning experience

How is learning a second language in the classroom different from acquiring a first language?

            The acquisition and learning hypothesis

            The natural order hypothesis

            The input hypothesis

            The affective filter hypothesis

            The monitor hypothesis

What are factors affecting acquisition?

            Limited language input

            Classroom organization

            High content and language level

            Academic and social language

            Negative Bias

            Cognition, age, and social/cultural differences

            Error correction

            Culture shock

What strategies do ELLs use to acquire languages?

            Overgeneralization

            Transfer

            Simplification

What Can ELLs Tell Us About Positive Classroom Environments and Learning Experiences?

            ELLs are active acquirers

            ELLs seek to find meaning

            ELLs seek to use language for purposeful activity

            ELLs profit from physical activity

            ELLs are social beings

            ELLs choose the language they want to learn

            ELLs respond to an emotionally positive classroom

            ELLs respond to interesting content information

 

Questions for Reflection

Activities for further learning

Suggested readings about first language acquisition

Suggested readings about comprehensible input

Web Sites for further learning

References

 

 

Chapter Two 

 

Principles of Integrated Language Teaching and Learning

 Activity-Based Language Teaching and Learning

Principle 1:  Active Engagement.

Principle 2:  Cultural Relevance

Principle 3. Collaboration

Principle 4:  Learning Strategies

Communicative Teaching and Learning

Principle 5:  Comprehensible Input with Scaffolding

Principle 6: Prior Knowledge

Principle 7. Content Integration

Principle 8:  Differentiation

Principle 9.  Clear, Appropriate Goals and Feedback

Questions for reflection

Activities for further learning

Suggested Reading

Web Resources

References

 

Chapter 3: Reaching Out to Home and Community

 

Vignette

Questions

Teachers as Cultural Mediators

How do teachers connect to the homes and families of their students?

How can the school community support the education of language learners?

How can the community outside the school support the education of ELLs?

Questions for Reflection

Activities for Further Learning

Suggested Reading

Websites for Further Learning

References

 

 

 

 

Chapter 4: Principles for Managing the Integrated Classroom

 

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Questions

First Things First: Feeling Ready to Learn

            Greetings

            Provisioning

            Gathering information

Organizing the Physical Environment to Promote Language Learning

            Furniture is important

            Public areas

            Private space

Organizing the Classroom Social Environment to Promote Language Learning

            Social integration

            Presentation formats

            Grouping

            Learning styles

Organizing Instruction to Promote Language Learning

CALLA

Sheltered instruction

Cooperative Learning

Problem-based Learning

Project Learning

Questions for Reflection

Activities for further learning

Suggested readings on sheltered instruction

Suggested readings on cooperative learning

Web Sites

References

 

 

Chapter 5: Strategies for Oral Language Development During Instruction

 

Vignette

Questions

Conditions for Language Learning

Academic Language Learning

What is academic language?

Culturally diverse learning patterns

Oral Language Development

Stages of Oral Language Development

            Pre-production

            Early Production

            Speech Emergence

            Intermediate Fluency

Teacher Tools for Oral Language Development

Clarity Tools

Scaffolding

Question and Response Tools

Collaborative Dialogues

Questions for Reflection

Activities for Further Learning

Suggested Reading

Web Sites for Further Learning

 

 

Chapter 6: Oral Language Development in the Content Classroom

 

Content Learning and Oral Language Development

            Language Arts

                        Story Telling

                        Reader’s Theater

            Social Studies

            Math

                        Factors Affecting Achievement

                        Instructional Techniques for math class

            Science

                        Factors Affecting Achievement

                        Instructional Techniques for science class

Oral Language Development Every Which Way

            Songs and Chants/Poetry and Rap

            Role Plays, RAFTS and Simulations

Listening In While Not Tuning Out

            Sound Discrimination

            Listening for Understanding

Questions for Reflection

Activities for Further Learning

Suggested Reading

Web Sites for Further Learning

References

 

Chapter 7: Developing Literacy with English Learners: Focus on Reading

What is literacy?

Top-down approaches

Bottom-up approaches

Integrated approaches

Unique characteristics of English learners developing literacy

What is unique about English Language Learners who are developing literacy?

What ELLs bring

2. What ELLs need

The Language/Literacy Matrix

Issues in literacy development with older English learners 

What are our recommendations for these older learners?

Assessing ELL Literacy Development

Conclusion

Questions for reflection

Activities for further learning

Suggested Readings

Web resources for further learning

References

 



Chapter 8: Developing Literacy with English Learners: Focus on Writing

Why Teach Writing with English Learners?

How does writing develop with ELLs?

Connecting Writing to Active, Communicative Language Teaching and Learning

Challenges of teaching writing to English Learners

Developing a writing environment

Getting Started: Interactive Writing

Scaffolding Learners through the Writing Process

What is the Writing Process?

Modeling the Writing Process

Steps in Shared Writing

Assessing Writing

Determining Goals--Standards for ELL Writing.

Conclusion.

Questions for Reflection

Activities for Further Learning

Suggested Readings

Web Resources for Further Learning

References

 

Chapter 9: Structuring and Planning Integrated Lessons

 

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Questions

Lesson Characteristics which Support Learning

            Teacher directed instruction

            Heterogeneous grouping

            Appropriate content

            Attention to language

            Supportive practice

            Corrective feedback

A Lesson Format for Integrated Learning

Into the Lesson: Activating and Preparing for Learning

Content and Language Standards

            Defining content objectives

            Language objectives

            Performance Indicators (3 kinds of supports)

            Learning strategy Objectives (with Chamot chart)

            Activation of prior and current knowledge

Through: Input for Active Understanding and Practical Purpose

            Vocabulary

            Language and content input

            Guided practice

            Check for understanding (Dipsticking)  

Beyond: Providing Reasons for Further Communication

            Independent practice

            Summarizing

            Assessment

Questions for Reflection

Activities for further learning

Suggested reading

Web sites for further learning

References

 

Chapter 10: Assessment Tools for the Integrated Classroom

 

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Questions

What is Assessment?

Test

Assessment

Evaluation

Different types of assessment

What are the fundamental principles of assessment for ELLs?

What are the critical factors affecting the assessment of ELLs

What are examples of authentic, performance-based classroom assessment?

PBA

Self-assessment

Visible criteria

How do standards affect classroom assessment?

Questions for Reflection

Activities for further learning

Suggested reading

Web site for further learning

References    

 

 

Chapter 11: Putting It All Together Thematically: Developing Content-based

Thematic Units

 

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Questions

What is thematic instruction?

Why teach thematically?

How are thematic units structured?

·      Concrete to abstract

·      Low to high cognitive levels

·      Simple to complex content structures

What about standards in a Thematic Unit?

Organizing Content Curriculum in a Thematic Unit

Organizing Language Curriculum in a Thematic Unit

How can Learning Strategies be incorporated in to a Thematic Unit?

A Last Word

Questions for Reflection

Activities for further learning

Suggested readings

Web sites for further learning

References

 

 

Glossary

 

Integrated Thematic Unit: Fairy Tales

 

Integrated Thematic Unit: Oceans