Author: Deryn Hall
Publisher: Routledge
ISBN: 1136613188
Category : Education
Languages : en
Pages : 91
Get Book Here
Book Description
Ever since its publication in 1995, this book has offered a means for teachers to consider why some bilingual pupils in their classrooms are not making learning progress or are academically underachieving. This new second edition has been revised and updated in the light of the new government legislation and guidance, most significantly the revised Code of Practice for Special Educational Needs. It continues to look at ways of asking questions about the pupil, of collecting evidence of both learning and language development and of offering support within the classroom. It contains a model and photocopiable proformas for use within schools, which should help to establish clear systems of identification of those bilingual pupils who may have special learning needs and to distinguish these from the need for language support.
Author: Lori Helman
Publisher: Guilford Publications
ISBN: 1462540880
Category : Education
Languages : en
Pages : 249
Get Book Here
Book Description
From expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom. Effective practices are reviewed for screening, assessment, and progress monitoring in the areas of oral language, beginning reading skills, vocabulary and comprehension in the content areas, and writing. The book also addresses how to establish schoolwide systems of support that incorporate family and community engagement. Packed with practical ideas and vignettes, the book focuses on grades K–6, but also will be useful to middle and high school teachers. Appendices include reproducible forms that can be downloaded and printed in a convenient 8 1/2" x 11" size.
Author: Geri Smyth
Publisher: Taylor & Francis
ISBN: 1853468762
Category : Education
Languages : en
Pages : 126
Get Book Here
Book Description
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
Author: Sharon Adelman Reyes
Publisher: Corwin Press
ISBN: 1452298645
Category : Education
Languages : en
Pages : 201
Get Book Here
Book Description
Grounded in the latest research, this book provides classroom-ready strategies for balancing instruction in two languages and meeting the unique challenges of educating English language learners.
Author: Celeste E. Freytes
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 70
Get Book Here
Book Description
Author: Kate Mahoney
Publisher: Multilingual Matters
ISBN: 1783097280
Category : Education
Languages : en
Pages : 159
Get Book Here
Book Description
This textbook is a comprehensive introduction to the assessment of students in K-12 schools who use two or more languages in their daily life: English Language Learners (ELLs), or Emergent Bilinguals. The book includes a thorough examination of the policy, history and assessment/measurement issues that educators should understand in order to best advocate for their students. The author presents a decision-making framework called PUMI (Purpose, Use, Method, Instrument) that practitioners can use to better inform assessment decisions for bilingual children. The book will be an invaluable resource in teacher preparation programs, but will also help policy-makers and educators make better decisions to support their students.
Author: Keri-Anne Croce
Publisher: IAP
ISBN: 1681238276
Category : Language Arts & Disciplines
Languages : en
Pages : 140
Get Book Here
Book Description
This book addresses how to assess and instruct students while also honoring their cultural and linguistic backgrounds. Many individuals want to support their multilingual learners but do not have the language skills to work in a bilingual or dual-language setting. The chapters in this book examine assessment in classrooms where English is the language of instruction; yet, students are also encouraged to communicate in multiple languages. The thesis of this book revolves around the idea that linguistically diverse learners may engage in critical thinking in ways that we may not anticipate. Students who are learning in an additional language do not need to “catch up.” Assessment should instead measure the new ways that students are interacting with the world. This book helps you discover the many ways to help students develop as critically thinking readers, writers and speakers. There is a scarcity of research addressing literacy among linguistically diverse learners within math and science. The information contained in this book will hopefully advance a dialogue between teachers and linguistically diverse students as they read and write multiple genres together. This book also encourages teachers, family, and community members to come together to form supportive environments where best practices are fostered. Some of the questions addressed by this book: 1. How do I determine a student’s strengths and needs if he or she is not talking in class in any language? 2. Do I teach monolingual and multilingual learners to read in similar ways? 3. How can I support my students as they read math word problems? 4. What do students need to know about the structures of science texts? 5. How should we develop math and science literacy assessments? 6. Should I have specific language goals for students as speakers?
Author: C. Patrick Proctor
Publisher: Guilford Publications
ISBN: 1462527213
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative policy recommendations and professional development approaches are also presented.
Author: Eugene E. Garcia
Publisher: Teachers College Press
ISBN: 0807775401
Category : Education
Languages : en
Pages : 220
Get Book Here
Book Description
This is the most comprehensive, up-to-date volume on the state of bilingual education in the United States and, in particular, on effective curriculum and instructional approaches. Eugene García, a renowned authority on bilingual education, depicts the vast scope and complexity of the problem of educating English language learners. He sets forth a conceptual framework to guide educational policy and practice that reflects democratic ideals and values. This authoritative reference: Provides a comprehensive review of theory, research, practice, and policy that accurately characterizes the education of bilingual students in U.S. schools.Presents an analysis of teachers, classrooms, schools, and communities that have successfully educated bilingual children by employing diverse instructional strategies.Addresses language, social, and cognitive issues as they intersect with various instructional practices. Identifies the characteristics of effective bilingual education programs, presenting examples of school programs that exemplify these characteristics. “A valuable resource for teachers, administrators and researcher . . . an excellent text for a graduate class.” —TC Record “Teachers, administrators, school counselors, and policymakers urgently need resources to guide the formulation of culturally and linguistically compatible classroom practices. Teaching and Learning in Two Languages is just such a resource.” —Carlos J. Ovando, Arizona State University “A comprehensive examination by one of the top experts in the field. This book provides guidance to American schools at a time when the need for bilingual bicultural citizens is most needed in the democratic sphere.” —Lourdes Diaz Soto, The Pennsylvania State University
Author: Margo Gottlieb
Publisher: Corwin Press
ISBN: 1544394500
Category : Education
Languages : en
Pages : 291
Get Book Here
Book Description
What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. “Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.” ~Kathy Escamilla
