Classroom Instruction That Works With English Language Learners

✍ Scribed by Jane D. Hill, Kathleen M. Flynn,

• Year: 2006
• Tongue: English
• Leaves: 162
• Category: Library

✦ Synopsis

As more and more English language learners (ELLs) are included in mainstream classrooms, what can we do to ensure that they understand academic content and develop their English language skills? To answer this question, authors Jane Hill and Kathleen Flynn have examined decades of research, interviewed mainstream teachers with ELLs in their classrooms, and reviewed the classroom recommendations from Marzano, Pickering, and Pollock’s seminal Classroom Instruction That Works (2001) through an ELL lens. The result is Classroom Instruction That Works with English Language Learners—a comprehensive guide to helping elementary school students at all levels of English language acquisition succeed.The strategies discussed in the book include homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs in mainstream classrooms, and teacher accounts of implementation. Because ELLs face cultural hurdles as well as linguistic ones, this book also shows teachers how to glean insight into students’ backgrounds and address the cultural biases inherent in many classroom practices.Accommodating English language learners is one of the greatest challenges educators face today. Just as different levels of fluency require different approaches, so too do different backgrounds and languages. This practical, research-based book gives elementary school teachers the guidance they need to help ELLs of all nationalities thrive alongside their English-dominant peers.

✦ Table of Contents

Cover......Page 1
Contents......Page 6
Foreword......Page 8
Acknowledgments......Page 11
Preface......Page 13
Introduction......Page 16
A Growing Challenge for Mainstream Teachers......Page 17
1. What Is Classroom Instruction That Works?......Page 20
Setting Objectives and Providing Feedback......Page 21
Cues, Questions, and Advance Organizers......Page 22
Summarizing and Note Taking......Page 24
Homework and Practice......Page 25
Generating and Testing Hypotheses......Page 26
Summary......Page 27
2. The Stages of Second Language Acquisition......Page 29
Classroom Examples......Page 33
Summary......Page 35
3. Setting Objectives and Providing Feedback......Page 37
Determining Language Functions and Structures......Page 40
Generalizations from......Page 42
Classroom Recommendations......Page 43
Feedback......Page 46
Summary......Page 50
4. Nonlinguistic Representations......Page 51
Classroom Recommendations......Page 52
Classroom Example......Page 56
Summary......Page 58
5. Cues, Questions, and Advance Organizers......Page 59
Advance Organizers......Page 63
Summary......Page 69
6. Cooperative Learning......Page 70
Classroom Recommendations......Page 72
Classroom Example......Page 73
Summary......Page 76
7. Summarizing and Note Taking......Page 77
Note Taking......Page 84
Summary......Page 91
8. Homework and Practice......Page 92
Practice......Page 98
Summary......Page 101
9. Reinforcing Effort and Providing Recognition......Page 102
Providing Recognition......Page 107
Summary......Page 109
10. Generating and Testing Hypotheses......Page 110
Generalizations from......Page 111
Classroom Example......Page 112
Summary......Page 114
11. Identifying Similarities and Differences......Page 116
Classroom Recommendations......Page 118
Adapting Identification of Similarities and Differences to the Stages of Language Acquisition......Page 119
Classroom Example......Page 122
Summary......Page 124
12. Involving Parents and the Community......Page 126
How One District Engaged the Families of ELLs and Members of the Local Community......Page 127
Recommendations......Page 131
Summary......Page 132
Conclusion......Page 133
Appendix A: Types of Graphic Organizers......Page 136
Appendix B: Types of Summary Frames......Page 138
The Topic-Restriction-Illustration Frame......Page 139
The Problem-Solution Frame......Page 140
The Conversation Frame......Page 141
Appendix C: Example of a Three-Year Parent and Community Involvement Plan......Page 142
References......Page 146
Index......Page 152
About the Authors......Page 158