The Crosscultural Language and Academic Development Handbook 6th Edition by Lynne T Diaz Rico ISBN 0134293258 9780134293257

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Product details:

ISBN 10: 0134293258
ISBN 13: 9780134293257
Author: Lynne T Diaz Rico

The Crosscultural Language and Academic Development Handbook 6th Edition Table of contents:

PART ONE Learning

1 Learning about the Language Learner

Learning Outcomes

Common Beliefs about Teaching English Learners

Misconception 1: Exposure and Immersion Are the Answer

Misconception 2: One Size Fits All

Misconception 3: Specially Adapted Instruction in English Is “Just Good Teaching”

Misconception 4: Effective Instruction Means Nonverbal Teaching

English Learners: Demographic Trends

Psychological Factors That Influence Instruction

The Learner’s Background

Naming Practices and Forms of Address

Age

First-Language Proficiency

Types of Bilingualism

Previous L2 Experience

Assessed L2 Level

Prior Academic Success

Likes/Dislikes

Psychological Factors: Social–Emotional

Self-Esteem

Motivation

Anxiety Level

Attitudes of the Learner

Psychological Factors: Cognitive

Cognitive Style

Learning Styles

Sociocultural Factors That Influence Instruction

Family Acculturation and the Use of First and Second Languages

Family Values and School Values

Cultural Factors That May Present Challenges for English Learners

Institutional Support for Language-Minority Students

Tracking

Testing

Curriculum Design

Pedagogy

The Physical Structure of the School

Disciplinary Policies

The School Culture

The Limited Role of Students

The Limited Role of Teachers

Limited Family and Community Involvement

Academic Risk Factors

Resilience in the Face of Risk Factors

Academic Engagement

Long-Term English Learners

Sociocultural Support for L1 in the Classroom Environment

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Experiment

2 Learning about Language Structure

Learning Outcomes

Language Universals

Language Is Dynamic

Language Is Complex

All Languages Have Structure

Phonology: The Sound Patterns of Language

Phonemes

Pitch

Stress

The Sound System as Written Language

Morphology: The Words of Language

Morphemes

Word-Formation Processes

Clipping

Acronyms

Computer/Text Abbreviations

Blends

Syntax: The Sentence Patterns of Language

Semantics: The Meanings of Language

Pragmatics: The Influence of Context

Language Functions

Appropriate Language

Conversational Rules

Classroom Interacting Patterns

Turn Taking

Topic Focus and Relevance

Conversational Repair

Classroom Discourse

Nonverbal Communication

Body Language

Gestures

Facial Expressions

Eye Contact

Communicative Distance

Conceptions of Time

SUMMARY

LEARNING MORE

Thinking It Over

Web Search

Exploration

Try It in the Classroom

3 Learning about Second-Language Acquisition

Learning Outcomes

Historical Theories of Language Teaching and Learning

Grammar-Translation Methodology

Structural Linguistics

Behaviorism

Audiolingualism

Direct Teaching and Mastery Learning

Advantages and Disadvantages of Behavioral Methods for Second-Language Teaching

Current Theories of Language Development and Second-Language Acquisition

Transformational Grammar

Cognitive Approaches to Language Learning

Krashen’s Monitor Model

Cummins’s Theories of Bilingualism and Cognition

Separate or Common Underlying Proficiency

Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency

Learning Strategies and CALLA

Indirect Strategies

Direct Strategies

Cognitive Academic Language Learning Approach (CALLA)

Teaching Strategically

Schema Building

Scaffolding

Information-Processing Theories of Learning

Brain-Compatible Learning

Neurolinguistic Research about Brain Function

Constructivist Learning

Communicative Competence

The Social Context for Language Learning

Discourse Theory

Semiotics

Translanguaging

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Experiment

PART TWO Instruction

4 Oracy and Literacy for English-Language Development

Learning Outcomes

Critical Oracy and Literacy

English-Language Development Standards

State English-Language Development Standards

Integrating Language Skills

Listening

Listening to Repeat

Listening to Understand

Total Physical Response

Listening for Communication

Speaking

Situations for Spoken Discourse

Oral Language as an Integrated Skill

Improving Oral Proficiency

Vocabulary Development

Reading

Transferring Literacy from First to Second Languages

Students without Literacy in First or Second Languages

Environmental Print

Meaning-Based

A Silent Period in Reading

Low-Anxiety Environment

Motivating Activities

Integration of Structure and Function

Integration of Content and Literacy

Balanced Literacy Instruction for English Learners

Meaning-Centered Approaches

Bottom-Up Approaches

Phonics

Phonics for English Learners

Phonemic Awareness

Explicit Phonics Instruction

Frustrations with Phonics

Approaches to Teaching Reading

Standards-Based Reading Instruction

Emergent Literacy

The Basics of Learning to Read

The Three-Stage Reading Process

Strategies for English Learners’ Literacy Instruction

Language Experience Approach

Self-Monitoring

Forming Visual Images

Literature-Based Reading

Literacy Communities

The Three-Tier Model of Instruction

Tier I: Core Reading Program

Tier II: Strategic Supplemental Intervention

Tier III: Intensive Intervention

Writing

Texts and Contexts

The Writing Process

The Six Traits Approach

Writing in the Age of the Internet

Writing Poetry

Error Correction and Grammar in Oracy and Literacy Instruction

Treatment of Errors

Teaching Spelling

Treatment of Grammar

Oracy, Literacy, and Technology

Technology-Enhanced Language Learning

TELL Impacts Literacy Instruction

TELL Supports Strategic Learning

TELL and CMC Increase Communicative Abilities

TELL Supports Learner Autonomy

TELL Enhances Creativity

TELL Brings Together a Classroom Learning Community

Technological Literacy

Learning Online

Upcoming Technologies

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Collaboration

5 Content-Area Instruction

Learning Outcomes

Principles of Support for English Learners in Academic Content Areas

A Model for SDAIE

Teacher Attitude

Content

Content Objectives

Language Objectives

Learning-Strategy Objectives

Materials and Texts

Connections

Bridging1: Developing Experiences

Bridging2: Linking from Students’ Lives

Schema Building

Comprehensibility

Contextualization

Modeling

Speech Adjustment

Comprehension Checks

Interaction

Student Opportunities to Talk

Clarification of Concepts in the Primary Language

Re-Presentation of Knowledge

Content-Area Application

Social Studies

Content: Flexible, Thematic Curricula

Connections: Linking to Prior Knowledge

Comprehensibility: Contextualizing Instruction

Interaction: Cooperative Learning

Re-Presenting Knowledge: Linking Instruction to Assessment

Literature

Content: Material Selection

Connections and Comprehensibility: Into, Through, and Beyond

Interaction: Literature Response Groups

Interaction: Maintaining the First Language

Mathematics

The Language of Mathematics

Content: Learning Strategies

Connections: Using Students’ Experiences

Comprehensibility: Modeling Technology and Other Tools

Comprehensibility: Differentiated Instruction

Interaction: Working in Groups

Re-Presenting Knowledge: Alternative Assessment

Science

The Language of Science

Content: Common Themes

Connections: Keeping a Science Notebook

Comprehensibility: Modeling

Interaction: Talking about Lesson Content

The Visual and Performing Arts

Physical Education

Instructional Needs beyond the Classroom

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Discussion

6 Theories and Methods of Bilingual Education

Learning Outcomes

Foundations of Bilingual Education

Historical Development of Bilingual Education

Early Bilingualism

Language Restrictionism

Assimilationism

The Rebirth of Bilingual Education

The English-as-Official-Language Movement

The Struggle to Respect Dual-Language Skills

Bilingualism in the Modern World

Legal Evolution

Federal Law and Judicial Decisions

State Law

Educational Issues Involving Bilingual Education

Underachievement

Segregated Schools

Dropping Out

The Myth of “Super Achievement.”

Placement Issues for English Learners

Access for English Learners

Organizational Models: What Works for Whom?

Submersion

The Teaching of English-Language Development (ELD)

Pull-Out ELD

ELD Class Period

Content-Based ELD

Sheltered Instruction/SDAIE

Transitional or Early-Exit Bilingual Education

Developmental or Maintenance Bilingual Education

Immersion Bilingual Education

U.S. Enrichment Immersion

Dual-Language Immersion

Newcomer Centers

Research Studies on Program Effectiveness

Instructional Strategies

Language Management

Time

Personnel

Subject

Manner of Delivery

Primary-Language Use

Academic Learning

Second-Language Acquisition

Code Switching

Classroom Organization

Cooperative Grouping

Collaborative Teaching

Working with Classroom Volunteers

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Looking at Classrooms

PART THREE Assessment

7 Language and Content-Area Assessment

Learning Outcomes

Educational Standards and Standardized Assessment

Advantages of Standards-Based Instruction for English Learners

Achievement Testing and No Child Left Behind

Disadvantages of Standards-Based Instruction for English Learners

Assessments under Common Core State Standards

Linking Assessment to Progress for English Learners

The English-Language Development (ELD) Framework

Linking Placement Tests to Language Development

Linking Standards-Based Classroom Instruction to Assessment

Purposes of Assessment

Formative versus Summative Assessment

Proficiency, Diagnostic, and Placement Tests

Achievement Tests

Competency Tests

Methods of Assessment

Linking Assessment to the Integrated Curriculum

Authentic Assessment

Performance-Based Assessment

Classroom Tests

Portfolio Assessment

Portfolio Conference

Standardized Tests

Norm-and Criterion-Referenced Tests

Preparing Students for Standardized Tests

Teacher Observation and Evaluation

Student Self-Assessment

Grading

Cautions about Testing

Reporting Assessment Results to Parents

Best Practices in Testing

Identification, Assessment, and Placement of English Learners in the Schools

Identification Procedures for English Learners

Assessment for Placement

Redesignation/Exit Procedures

Limitations of Assessment

Anxiety

Time Limitations

Rapport

Cultural Differences

Problematic Test Content

Equivalent First- and Second-Language Versions

Linguistic Bias

Cultural Bias

Class Bias

Content Bias

Interpretation of Test Results

Technical Concepts

Validity

Reliability

Practicality

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Experiment

PART FOUR Cultural Diversity in the United States

8 Cultural Diversity

Learning Outcomes

Historical Perspectives

Contributions

Native Americans

African Americans

Hispanics/Latinos

Asian Americans

Arab Americans

Exploitation

The Impact of a Changing Population

Poverty among Minority Groups

The Education of Minorities

Immigration and Migration

Causes of Immigration

Economic Factors in Immigration

Political Factors in Immigration

Religious Factors in Immigration

Family Unification

Educational Attainment

Civic Engagement

Telling Their Stories

Migration

Migrant Education Programs (MEP)

Immigration Laws and Policies

U.S. Foreign Policy

Legal Status

Resources Available to Immigrants

The “DREAM” Act

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Collaboration

9 Culturally Responsive Schooling

Learning Outcomes

Understanding Culture and Cultural Diversity

The Nature of Culture

Key Concepts about Culture

Culture Is Universal

Culture Simplifies Living

Culture Is Learned in a Process of Deep Conditioning

Culture Is Demonstrated in Values

Culture Is Expressed Both Verbally and Nonverbally

Societies Represent a Mix of Cultures

Culture Is Both Dynamic and Persistent

Culture Is a Mix of Rational and Nonrational Elements

Cultural Values Are Persistent

Cultures Represent Different Values

Even Diverse Societies Have a Mainstream Culture

Culture Affects People’s Attitudes toward Schooling

Culture Governs the Way People Learn

Learning Styles Are Culturally Specific

Investigating Ourselves as Cultural Beings

The Personal Dimension

Cultural Self-Study

Learning about Students’ Cultures

Ethnographic Techniques

Observations

Interviews

Home Visits

Students as Sources of Information

Parents as Sources of Information

Community Members as Sources of Information

The Internet

Participating in Growth Relationships

Sociocultural Consciousness

How Cultural Adaptation Affects Learning

Fears about Cultural Adaptation

Assimilation

Acculturation

Accommodation

Pluralism

Biculturalism

Cultural Congruence

Stages of Individual Cultural Contact

Striving for Equity in Schooling

Detecting Unfair Privilege

Fighting for Fairness and Equal Opportunity

Combating Prejudice in Ourselves and Others

The Dynamics of Prejudice

Racism

Teaching against Racism

Teaching Students to Oppose Discriminatory Behavior

Stereotypes

Overcoming the Cultural Deficit Model

Programs to Combat Prejudice and Racism

Institutional Racism

Classism

Discrimination

Reducing Interethnic Conflict

Promote Achievement with Culturally Responsive Schooling

Respecting Students’ Diversity

Acknowledging Students’ Differences

Educating Students about Diversity

Global and Multicultural Education

How the Identity of a Young Child Is Affected by Learning a New Language

Validating Students’ Cultural Identity

Classroom Practices That Validate Identity

Instructional Materials That Validate Identity

Promoting Mutual Respect among Students

Adapting to Students’ Culturally Supported Facilitating or Limiting Attitudes and Abilities

Cooperation versus Competition

The Use of Language

Participation Styles

Teacher—Student Interactions

Classroom Organization

Curriculum

Sustaining High Expectations for All Students

Challenging Students to Strive for Excellence as Defined by Their Potential

Motivating Students to Become Active Participants in Their Learning

Helping Students Become Socially and Politically Conscious

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Collaboration

10 The Role of the Family in Schools

Learning Outcomes

Marshaling Family and Community Support for Schooling

Comparing a Deficit-versus an Asset-Based Model of Home–School Connection

Ways That Schools and Families Can Be Mutually Supportive

Bilingual, Bicultural Home–School Partnerships

Home–School Communication: Telephone Calls

Language-Specific Listening

Home–School Newsletters

Acquiring and Respecting Heritage Languages

Intralanguage Differences and Dialects

Cultural Differences in Same-Language Groups

Intracultural Values Differences

Same-Culture Generational Differences

Different-Language Home–School Partnerships Requiring Intercultural Communication

Patterns That Support Learning at Home

Tapping Family Funds of Knowledge

Reaching Out to Workers in the Community

Finding a Volunteer Coordinator

Identifying Community Advocates

Cross-Cultural Differences

Overcoming Cultural Deficit Assumptions

Structuring Parent and Community Partnerships

Recognizing Parental Rights

Issues in Parental Participation

Programs in Action

The New York City Model

The Importance of Leadership Positions

Overcoming Families’ Reluctance to Become Involved

Fear of Reprisal

School–Community Partnerships

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Collaboration

PART FIVE Policy

11 The Role of Educators in Language Policy

Learning Outcomes

A Critical Approach to Language Policy

Tollefson: Power and Inequality in Language Education

Foucault: The Power of Discursive Practices

Fairclough: Critical Language Analysis

Bourdieu: Language as Social Capital

Cummins: Language Policies as Emancipatory

Language Policy: The Classroom

Educational Equity in Everyday Practices

The Policies Embodied in Teachers’ Plans

Policy at the School Level

The Cultural Climate of the School

Collaboration with Colleagues

School-Site Leadership

The Academic Ambiance of the School

Involving Parents/Families

Policy in Local School Districts and in the Community

Professional Growth and Service

The School Board

Community Support for English Learners

The Public Forum

Community Organizations

State Commissions and Professional Organizations

The Voice of the Expert

Professional Leadership Roles

Legislation and Public Opinion

Opposing Linguicism

Influencing Federal Policies

Federal Funds for Innovation

Federal Legislation

The National Spirit

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Collaboration

12 Culturally and Linguistically Diverse Learners and Special Education

Learning Outcomes

Scenarios, Issues, and Principles in the Education of English Learners with Special Needs

Who Are CLD Learners with Special Needs?

Elisa’s Memory

Losing ELD Services after Referral

Conflict over Referral

Social and Emotional Adjustment

Sonia Doesn’t Read

Tran the Troubled

Issues Underlying the Scenarios

Complexities and Vexities

The Disproportionate Representation of Culturally and Linguistically Diverse Children in Special Education

Overrepresentation in Disability Programs

Underrepresentation in Gifted Programs

Principles for the Education of CLD–Special Education Students

Identification, Referral, Early Intervention, and Assessment of Students Needing Additional Mediation

The Referral Process: The Roles of the Classroom Teacher and the ELD Specialist

Background Experience and Previous School Settings

Response to the Classroom Environment

Cultural and Linguistic Background

Level of Acculturation

Learning Styles

Physical Health

Academic and Learning Problems That CLD Learners May Experience

Similarities between Ethnic Language Variations and Learning Disability Symptoms

Early Intervention

Roles of Classroom Teachers and ELD Teachers during the Process of Determining Eligibility for Additional Services

Testing for Special Education

The Descriptive Assessment Process

Family Support for Evaluation

Collaboration among ELD Resource Teachers and Special Educators

Definition and Principles of Collaboration

Collaboration among ELD Specialists, Mainstream Teachers, and Special Educators

Working with an Interpreter

Relationship of Continued ELD with Other Services

Direct Services

Indirect Services

Teaching Strategies for the CLD Special Learner

Adapting Listening Tasks

Adapting Reading Tasks

Adapting Writing Tasks

A Focus on Self-Expression

Assistive Technology

Adapting Homework Tasks

Assessing Student Performance in the Mainstream Classroom

Methods of Assessing the Success of Included Students

Assessing Students’ Work

Testing Accommodations for Students with Disabilities

Using the Results of Assessment

Universal Design for Special Populations of English Learners

Universal Instructional Design

English Learners with Communication Challenges

Teaching Visually Impaired English Learners

Teaching English Learners with Hearing Impairments

Autism Spectrum Disorders

SUMMARY

LEARNING MORE

Further Reading

Web Search

Exploration

Experiment

References

Name Index

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Tags: Lynne T Diaz Rico, Crosscultural Language, Academic Development