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Mastering ESL and Bilingual Methods : Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students by Socorro G. Herrera and Kevin G. Murry (2004, Trade Paperback)
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About this product
Product Identifiers
PublisherAllyn & Bacon, Incorporated
ISBN-10020541060X
ISBN-139780205410606
eBay Product ID (ePID)25038273282
Product Key Features
Number of Pages432 Pages
Publication NameMastering ESL and Bilingual Methods : Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students
LanguageEnglish
SubjectMulticultural Education, English As a Second Language, Bilingual Education, Linguistics / Sociolinguistics, Linguistics / General
Publication Year2004
TypeTextbook
Subject AreaForeign Language Study, Language Arts & Disciplines, Education
AuthorSocorro G. Herrera, Kevin G. Murry
FormatTrade Paperback
Dimensions
Item Height1 in
Item Weight26.6 Oz
Item Length7.5 in
Item Width9.1 in
Additional Product Features
Intended AudienceCollege Audience
LCCN2004-050573
Dewey Edition22
IllustratedYes
Dewey Decimal428/.0071
Table Of ContentPreface. About the Authors. I. HALLMARKS OF ACCOMMODATIVE INSTRUCTION. 1. Multidimensional Foundations of Methods for CLD Students. Demographic Patterns and Student Diversity.Describing Cultural and Linguistic Diversity in the Classroom.Understanding the Realities of Cultural and Linguistic Diversity in the Classroom. 2. Cognitive and Academic Dimensions of Methods for CLD Students. The Cognitive Dimension of the CLD Student Biography.The Academic Dimension of the CLD Student Biography 3. Linguistic Dimensions of Methods for CLD Students. The Linguistic Dimension of the CLD Student Biography.Challenges of the Linguistic Dimension.Processes of the Linguistic Dimension.Linguistic Dimension: Implications for Classrooms/School Practice. II. ACCOMMODATION READINESS. 4. Changing Perspectives in Platform Development for Instructional Methods. Effective Program Models for CLD Students: Research and Analyses.When the Ideal Is Not Ideal.Range of Program Models for CLD Students.Sociopolitical Foundations of Quality Programming. 5. A Framework of Accommodation Readiness. The Accommodation Readiness Spiral.Readiness for Critical Reflection on Practice.Readiness for CLD Students and Families.Environmental Readiness.Curricular Readiness.Programming and Instructional Readiness.Readiness for Application and Advocacy. III. PROFESSIONALISM IN PRACTICE. 6. Planning & Grounding Instructional Methodology. Consistency in Nomenclature Enables CommunicationConsistency: In Practice.Three Dominant Approaches to Second Language Instruction. 7. The Integrated Content-Based Method of Instruction Evolution of Content-based Instruction.Integrated Content-Based Instruction.Delivering Integrated Content-Based Instruction. 8. The Sheltered Method of Instruction. Realities of Sheltered Instruction.Myths and Misconceptions Associated with Sheltered Instruction.Specially Designed Academic Instruction in English [SDAIE].The Sheltered Instruction Observation Protocol [SIOP]. 9. The CALLA Method of Instruction. Cognitive Methods and Learning Strategies.Cognitive Teaching Methods for Instructing CLD Students. 10. Achieving Standards-driven Professional Practice. Nationally Recognized Standards for Teachers of CLD Students.Standards-driven Reflection on Professional Practice.Conclusion: Setting Goals for Professional Development. Glossary. Appendix. References.
SynopsisSure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: "In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?," students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text., Herrera and Murry (both Kansas State U.) present the national standards of best practice for CLD students as a means of helping educators develop their practice to accommodate a culturally- and linguistically-diverse student population. Coverage includes the hallmarks of accommodative instruction, the educator's preassessment of his/her readiness f
LC Classification NumberPE1128.A2H4675 2005
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