English Language Learners in Your Classroom 3/e

Ellen Kottler, Ed.S., has been a teacher for over 30 years in public and private schools, alternative schools, adult education programs, and universities. She has worked in inner-city schools as well as in suburban and rural set-tings. She was a curriculum specialist in charge of secondary social studies and law-related education for one of the country's largest school districts. Ellen is the author or coauthor of several books for educators, including Secrets for Secondary School Teachers: How to Succeed in Your First Year, On Being a Teacher, Secrets for Beginning Elementary School Teachers, Counseling Skills for Teachers, English Language Learners in Your Classroom: Strategies That Work, Secrets to Success for Science Teachers, and Students Who Drive You Crazy: Succeeding with Resistant, Unmotivated, and Otherwise Difficult Young People. She teaches secondary education and supervises intern teachers at California State University, Fullerton. Jeffrey A. Kottler is one of the most prolific authors in the fields of counseling, psychotherapy, and education, having written more than 90 books about a wide range of subjects. He has authored a dozen texts for counselors and therapists that are used in universities around the world and a dozen books each for practicing therapists and educators. Some of his most highly regarded works include Creative Breakthroughs in Therapy, The Mummy at the Dining Room Table: Eminent Therapists Reveal Their Most Unusual Cases and What They Teach Us About Human Behavior, Bad Therapy, The Client Who Changed Me, Divine Madness, Change: What Leads to Personal Transformation, Stories We've Heard, Stories We've Told: Life-Changing Narratives in Therapy and Everyday Life, and Therapy Over 50. He has been an educator for 40 years, having worked as a teacher, counselor, and therapist in preschool, middle school, mental health center, crisis center, nongovernmental organization, university, community college, private practice, and disaster relief settings. He has served as a Fulbright scholar and senior lecturer in Peru and Iceland, as well as worked as a visiting professor in New Zealand, Australia, Hong Kong, Singapore, and Nepal. He is professor of counseling at California State University, Fullerton. Chris Street, Ph.D. is an associate professor of Secondary Education at California State University, Fullerton. He received his Ph.D. from the University of Texas, Austin. He earned his M.A. from California State University, San Diego and his B.A. from the University of California, Santa Barbara. Chris has taught English language learners at both the middle-school and college levels. He currently serves on the editorial advisory board for the Journal of Content Area Reading and is a teacher consultant with the National Writing Project. His research interests include adolescent literacy and the teaching of reading and writing. His work has appeared in a variety of journals and books, including Teacher Education Quarterly, The Social Studies, Journal of Content Area Reading, Multicultural Education, Journal of College Reading and Learning, Journal of Adolescent & Adult Literacy, and Comprehending Nonfiction 6-8.

Preface Acknowledgments About the Authors 1. Getting to Know the Student Sensitivity to Cultural and Linguistic Differences Identifying Terms Relationships Are Everything Understand the Student's World Explore the Student's Family Background Pay Attention to Social and Cultural Customs Suggested Activities 2. Establishing a Comfortable Environment Welcome Students to Your Room Select Display Materials Establish Routines Create a Community of Learners Foster Classroom Involvement Celebrate Diversity Open Doors to Families Suggested Activities 3. Understanding Second-Language Development Second-Language Principles Language Processes Developing Proficiency Assessing Fluency Levels High-Stakes Testing First- to Second-Language Learning Suggested Activities 4. Strategies for Teaching Motivate Students to Learn Structure Language Delivery Scaffold (Support) Instruction Use Research-Based Strategies to Improve Achievement Address Learning Styles Incorporate Multiple Intelligences Use Multisensory Activities to Engage Students Suggested Activities 5. Building Literacy Writing Skills Reading Skills Speaking Skills Listening Skills Structured Communication Activities Responsive Instruction Have Fun Suggested Activities 6. Using Strategies Borrowed From Language Instruction Learning From Foreign Language Instruction Applying Strategies Used by English Language Teachers Brain-Compatible Second-Language Acquisition Summary of Strategies Adapted From Teaching Second Languages Suggested Activities 7. Integrating Technology Television Telephone Audio Recording Video Recording Computer Technology Online Resources for Teachers Promoting Critical Thinking Benefits of Using Technology With English Learners Suggested Activities 8. Involving Others Peer Instruction Team Teaching School Personnel Cross-Age Tutoring Parents and Families Intergenerational Tutoring Community Resources Cultural Exchange Programs Language for All Suggested Activities 9. Putting It All Together Classroom Implications of Brain Research Planning Instruction and Assessment A Lesson Plan Format The Power of Language Suggested Activities References Index

"Supplies the teacher who is new to working with English language learners with a repertoire of strategies and resources sufficient to begin immediate, positive interventions in the classroom. The text establishes best practices in English language teaching within the context of current educational research and relates them to best practices for all." -- Holly A. Hitchcock, English Language Teacher "This book gives lots of information in a simple, easy-to-access format." -- Noni Mendoza Ries, Chair of Educational Leadership "This is just the kind of book I need to answer the many questions that I have about how to work with my English language learners. I really like the hands-on suggestions, and I can use many of the strategies in the book almost every day. The anecdotes, examples, and stories help make the theoretical concepts concrete for me." -- Brenna Godsey, Science Teacher "I have been looking for useful resources to help me better meet the needs of my EL students in my English classes. Reading this book has really helped me feel good about what I am doing with my students. I realize now that the ways I have been teaching are not just effective because they work for me; there is research to support what I have been doing." -- John Meulmester, English Department Chairman