This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.
This book provides guidelines for using constructivist teaching methods with English language learners and includes classroom examples, grade-level connections, and strategies that promote educational equity.
In Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques. Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction. Special features: practical examples of science exercises make applying theory to practice simple when teaching science to ELLs an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.
Dr. Sousa does a wonderful job of interpreting the research and using what is known about how the brain learns to provide teachers with effective strategies for the classroom.
Thoroughly updated, the second edition includes a description of the unique contributions of non-native-English-speaking teachers make to the teaching of English, up-to-date information on the demographics of English learners and the demand for English teachers worldwide, a profile of an elementary school with an innovative social-justice curriculum approach, suggestions about the use of learning centers in English-as-a-foreign-language elementary classrooms, an expanded definition of culture to include a contemporary emphasis on identity, a critical view about the study of gender and race in the classroom, new ways to incorporate volunteers into classroom instruction, ways to encourage "virtual volunteering," and finally project-based learning and service learning are combined in Chapter 15 as ways to link English learners with the larger community. --From publisher's description.
This unprecedented book introduces the latest use of technology to support second language acquisition, combining the application of technology with language acquisition theory and practice in the modern classroom. This book is coherently organized around the teaching concepts and approaches such as communicative, content-based, skills-based and inquiry base teaching. The authors provide an extensive, up-to-date coverage of issues such as the use of technology for communicative language teaching, using technology to teach oral communication skills and reading and writing. For anyone interested in learning ways to integrate technology in the teaching of English Language.
Steve Loos, an eighth grade middle school science teacher, is an expert constructivist-based teacher. His teaching influences English Language Learners understanding of the science concepts being taught. Steve's teaching influenced the English Language Learners through a variety of pedagogical strategies. The researcher concluded in this study that, "Constructivist teaching helps middle school English Language Learners understand science."
This book sheds new light on classroom indiscipline by listening to the voices of both the teachers and the young learners of English as a Foreign Language (EFL). By focusing on data from multiple sources, chapters in this volume offer a thorough description of undisciplined learner acts, a framework for categorizing indiscipline types, an exploration of perceived causality beyond the observable behavior, and of management strategies and their evaluation by teachers and children. The author offers practical guidance on creating a disciplined EFL learning classroom atmosphere through multilateral educational aims and processes. This book is a point of reference for academics, researchers, university students, educators and teacher trainers who wish to enhance the design and implementation of reliable multi-lens qualitative case studies on the subject. With its elucidating and transformative power, it inspires further innovative research and practical initiatives for the understanding and successful management of child indiscipline in diverse EFL learning contexts.
With continuing attention to constructivist theory and reflective practice, this book offers a comprehensive, realistic, integrated approach to teaching English language arts to middle and secondary school learners. In this fourth edition, content has undergone major reorganization and chapters have been significantly rearranged. Individual chapters on specific language arts are linked through a common focus on the reality of the language arts classroom, the responsibilities of the language arts teacher, and the means to meet these responsibilities through thoughtful, reflective, holistic teaching. For current and pre-service middle and secondary school English teachers.
This book is a result of a workshop where 14 science educators were invited to draft chapters on the implications that the research studies in a specific content area of science have for its teaching. The relations between social forces and perceptions of purpose and content lay behind discussions in the workshop, and influenced the emergence of three major issues concerning science content: its variety; its complexity; and the relation between content and action. Chapters include: (1) "Science Content and Constructivist Views of Learning and Teaching" (Peter Fensham; Richard Gunstone; and Richard White) and "Constructivism: Some History" ((David Hawkins); (2) "Beginning to Teach Chemistry" (Peter Fensham); (3) "Generative Science Teaching" (Merlin Wittrock); (4) "Constructivism, Re-constructivism, and Tack-oriented Problem-solving" (Mike Watts); (5) "Structures, Force, and Stability. Design a Playground" (Cliff Malcolm); (6) "Pupils Understanding Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression" (Gaalen Erickson); (7) "Primary Science in an Integrated Curriculum" (Maureen Duke; Wendy Jobling; Telsa Rudd; and Kate Brass); (8) "Digging into Science-A Unit Developed for a Year 5 Class" (Kate Brass and Wendy Jobling); (9) "Year 3: Research into Science" (Kate Brass and Telsa Rudd); (10) "The Importance of Specific Science Content in the Enhancement of Metacognition" (Richard Gunstone); (11) "The Constructivist Paradigm and Some Implications for Science Content and Pedagogy" (Malcolm Carr; Miles Barker; Beverley Bell; Fred Biddulph; Alister Jones; Valda Kirkwood; John Pearson; and David Symington); (12) "Making High-tech Micrographs Meaningful to the Biology Student" (James Wandersee); (13) "Year 9 Bodies" (Anne Symons; Kate Brass; and Susan Odgers); (14) "Learning and Teaching Energy" (Reinders Duit and Peter Haeussler); (15) "Working from Children's Ideas: Planning and Teaching a Chemistry Topic from a Constructivist Perspective" (Philip Scott; Hilary Asoko; Rosalind Driver; and Jonathan Emberton); (16) "States of Matter-Pedagogical Sequence and Teaching Strategies Based on Cognitive Research" (Ruth Stavy); (17) "Pedagogical Outcomes of Research in Science Education: Examples in Mechanics and Thermodynamics" (Laurence Viennot and S. Rozier); and (18) "Dimensions of Content" (Richard White). (JRH)
In Teaching English Language Learners through Technology, the authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access--whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction.
