Referred to by readers as “the greatest language book I have every read,” and touted as the best overview of basic principles and strategies for English language teaching, this widely used guide is a one-stop introduction to teaching English to speakers of other languages.
A highly-praised, passionately-written overview of basic principles, practices, and methods for educating English learners, this much-used guide covers such topics as multi-level methods for differentiated instruction, Common Core standards, teaching of content vocabulary, and computer-mediated instruction. It’s designed to maximize teachers’ effectiveness in three major areas–1) expanding English learners’ access to the core curriculum, 2) instructing all students with a rich and demanding curriculum, and 3) making crosscultural connections through teaching practices and curricular content–and to work at many levels simultaneously.
A breakthrough in language teaching and learning, this thought-provoking text includes coverage of second-language-acquisition issues and techniques, as well as attention to such controversial topics as the influence of culture on schooling, the cultural practices of schooling, and the sociopolitical context of education.
1 Who Are English Learners and Their Teachers?
2 Critical Roles for Teachers
3 Views of Teaching and Learning
4 Performance-Based Learning
5 Learner Strategies and Learner-Focused Teaching
6 Oracy Instruction That Builds on the First Language
7 Literacy Instruction for English-Language Development
8 Learning Processes ands the Imaginary
9 Grammar through Integrated Language Skills and Wonderful English
10 Culturally Based Language Teaching
11 Discourse in the Classrooms of English Learners
12 Dual-Language Proficiency
13 Teaching English in Context
14 Building a Community of Learners
15 Project-Based Learning and Service Learning
Appendix A Influencing Language Policies to Benefit English Learners
Appendix B English Learners and Special Education
Appendix C Bibliography of Works Used for Visual Imaginary Dramatic Arts
Thoroughly updated, the Third Edition includes:
a description of the unique contributions that 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 for using 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 on the study of gender and race in the classroom
new ways to incorporate volunteers into classroom instruction
ideas for encouraging “virtual volunteering”
In addition, project-based learning and service learning are creatively combined to offer a variety of ways to link English learners with the larger community.
New features by chapter
The extent of ESL needs throughout the US is made clear in the book’s updated US English learner demographics section. (Ch. 1)
Teachers are made aware of worldwide ESL career opportunities through profiles of career potentialities. (Ch. 1)
Attaining educational equity in educating English learners is explained in updated examples of instruction with a social justice focus. (Ch. 2)
The focus on brain connections to learning is illustrated through an enhanced discussion in Chapter 3.
Insights into current national educational initiatives are provided in the updates about Common-Core standards, standards-based instruction, and assessment. (Ch. 4)
Readers see how to use learning centers and computer-assisted language learning. (Ch. 5)
Teachers see how to make the best use of digital media and internet-based platforms to develop literacy and oracy through the overview of the use of social media, blogs, wikis, and other computer-mediated communication. (Chs. 6 and 7)
The increased importance of oral English in the curriculum is made clear through new and expanded strategies for teaching listening and speaking. (Ch. 6)
Teachers learn ways to reduce the potential for bullying and other forms of discrimination in the presentation of school-site-based ways to show support for gay, lesbian, bisexual, and transgendered students. (Ch. 10)
Key court decisions and legal foundations are summarized in a section on sociopolitical foundations for bilingual programs. (Ch. 12)
How to incorporate volunteers into classroom instruction and ways to encourage “virtual volunteering” are included. (Ch. 14)
New ways to link English learners with the larger community are suggested. (Ch. 15)
Class discussion of key issues and follow-up topics is encouraged through the “Exploratory Breaks” sections at the ends of chapters 1-15.
Through expanded coverage of special education for English learners, teachers cover such issues as over-placement of English learners in special education (Appendix B)
Readers have access to the latest developments in standards-based learning and assessment that inform the design of instruction.
Teachers see exciting new ways to use computers in teaching English learners, including ways to use blogs, wikis, and other social media.
A balanced view of strategic teaching across a wide range of schooling contexts is presented in an ongoing series of examples drawn from elementary- and secondary-level classrooms.
Readers get a clear model of strategic teaching leading to students’ success through a well-chosen and generous selection of techniques and examples illustrating the main ideas of the book.
Included are unique features that make the text so popular, including:
a clear and effective explanation of TESOL terminology (Ch.1)
a discussion of how language teachers are critical pedagogists and critical sociologists, addressing topics related to language and power (Ch.2)
a concise, comprehensible overview of the philosophical and psychological foundations of education (Ch. 3)
an overview of standards-based learning and assessment (Ch. 4)
a complete guide to lesson planning (Ch.4)
a “Performance-Based Learning” guide covering learning styles, study and survival skills, and more
in-depth discussion about English instruction in a dual language program
discussion of issues related to parental involvement
Lynne Díaz-Rico is Professor of Education at California State University, San Bernardino where she coordinates the M. A. in Education, Teaching English to Speakers of Other Languages program and offers courses for California’s teacher preparation programs. Her books, A Course For Teaching English Learnersand The Crosscultural, Language, and Academic Development Handbook (now in its fourth edition) are widely used in programs of teacher education to prepare teachers for multiethnic and linguistically diverse classrooms. Her research interests are in intercultural communication, classroom discourse, and innovative English-language-acquisition pedagogy. She is a frequent speaker at state and national conferences, and has served as President of California TESOL (CATESOL).