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Author De Oliveira, Luciana C.,
Title Teaching English language arts to English language learners : preparing pre-service and in-service teachers / Luciane C. de Oliveira, Melanie Shoffner, editors.
Imprint London : Palgrave Macmillan, 2016.

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Author De Oliveira, Luciana C.,
Subject Language arts.
Alt Name Shoffner, Melanie,
Description 1 online resource
polychrome rdacc
Bibliography Note Includes bibliographical references and index.
Contents Notes on the Contributors; List of Figures ; List of Tables; 1: Introduction; References; 2: Addressing the Needs of English Language Learners in an English Education Methods Course; English Language Learners in the Classroom; Preparing English Teachers to Work with ELLs; Background; ELL Needs in the English Methods Course; Course Readings; Guest Presentations; Use of Instructional Strategies; Class Discussion; Reflection Journals; Action Research; Practicum Experiences; Conclusion; References.
3: English Language Learners Pedagogy in the English Methods Class: Collaborative Planning as a Component of Preservice Teacher Preparation Preparing English Teachers to Address the Needs of ELs; Distributed Knowledge and the Need for Collaborative Teaching; Barriers to Collaboration; Collaborative Planning Project; Program and Course Context; Preparing for and Engaging in the Collaboration; Perceived Benefits of Collaboration; Confirming and Expanding Their Knowledge Base; Identifying Gaps in Their Practice; Learning from Their Partners' Expertise.
Recommendations for English Education Programs Teacher Educator Co-Planning; Joint Class Sessions/Coursework; EL Video Cases and Collaborative Video Review; Common Clinical Experiences; Appendix: Co-Planning Meeting Guidelines; For English Education Candidates; For TESOL Candidates; References; 4: Learning to Teach English Language Learners Through English Language Arts Methods: Findings from a National Survey; Teaching ELLs in the ELA Methods Course: An Overview; The National Survey; An Area of Emphasis in ELA: Teaching ELLs; Salient Themes Related to ELA and the Teaching of ELLs.
Defining Terms: Diverse Students and English Language Learners In What Course Do We Teach Students about Teaching ELLs?; Geographical Location: Does it Matter?; An Overemphasis on Awareness; Advocating for the Teaching of ELLs Within the Field of ELA; References; 5: Working with English Language Learners in the Mainstream English Language Arts Classroom Through Collaboration and Two-Way Content-Based Instruction; Traditional Teacher Preparation; Collaborative Practice Among Teachers; Two-Way Content-Based Instruction; The Two-Way CBI Approach; Results and Conclusion.
Appendix 1: Before and After Objectives Objectives Developed in Isolation; Appendix 2: Elements of Collaboration; Appendix 3: Two-Way CBI Lesson Template; References; 6: Humanizing the Core: English Language Learners and Culturally Sustaining Young Adult Literature; ELLs Meeting CCSS While Exploring Word and World; Framing Instruction Through Exploration of Selves, Others, and Language; Instructional Frame 1: Naming of Values and Valuing of Names; Instructional Frame 2: Representing Goodness and Imagining Alternatives; Instructional Frame 3: Paying Homage and Negotiating Feedback.
Summary This book focuses on the ways in which English language arts pre-service and in-service teachers have developed - or may develop - instructional effectiveness for working with English language learners in the secondary English classroom. Chapter topics are grounded in both research and practice, addressing a range of timely topics including the current state of ELL education in the ELA classroom, and approaches to leveraging the talents and strengths of bilingual students in heterogeneous classrooms. Chapters also offer advice on best practices in teaching ELA to multilingual students and ways to infuse the secondary English teacher preparation curriculum with ELL pedagogy. Comprehensive in scope and content and examining topics relevant to all teachers of ELLs, teacher educators and researchers, this book appeals to an audience beyond ELA teachers and teacher educators. Luciana C. de Oliveira is Associate Professor in the Department of Teaching and Learning in the School of Education and Human Development at the University of Miami, Florida. Her research focuses on issues related to teaching English language learners (ELLs) at the K-12 level. Melanie Shoffner is Associate Professor of English Education at Purdue University in West Lafayette, Indiana, where she holds a joint appointment in the Departments of English and Curriculum & Instruction. Focusing on secondary English teacher preparation, her research explores issues of reflective practice, dispositional development and meaningful integration of technology.
Note Online resource; title from PDF title page (EBSCO, viewed September 21, 2016).
ISBN 9781137598585 (electronic bk.)
1137598581 (electronic bk.)
ISBN/ISSN 10.1057/978-1-137-59858-5
OCLC # 958650923
Additional Format Printed edition: 9781137598578

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