Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students

Abstract

contents Preface About the Authors part one Hallmarks of Accommodative Instruction Chapter 1 Multidimensional Foundations of Methods for CLD Students Demographic Patterns and Student Diversity Teacher Preparation for Cultural and Linguistic Diversity in the Classroom Describing Cultural and Linguistic Diversity in the Classroom Key Terms and Acronyms The CLD Student: Asset or Liability? Understanding the Realities of Cultural and Linguistic Diversity in the Classroom Expanding on the Prism Model The Sociocultural Dimension of the CLD Student Biography chapter 2 Cognitive and Academic Dimensions of Methods for CLD Students The Cognitive Dimension of the CLD Student Biography Cognitive Challenges Cognitive Processes Cognitive Dimension: Implications for Classroom and School Practice The Academic Dimension of the CLD Student Biography Academic Challenges Academic Processes Academic Dimension: Implications for Classroom and School Practice chapter 3 Linguistic Dimension of Methods for CLD Students The Linguistic Dimension of the CLD Student Biography Dynamics of First Language Acquisition (FLA) Differences between First and Second Language Acquisition Demands of Second Language Acquisition (SLA) Challenges of the Linguistic Dimension Time Required for Second Language Acquisition Exposure to Authentic Literacy Instruction and Activities Processes of the Linguistic Dimension Linguistic Process of Second Language Acquisition Linguistic Process of Understanding Concepts about Print Linguistic Dimension: Implications for Classrooms and School Practice Instructional Planning for CALP Development in L1 and L2 Anticipating and Preassessing for the Array of Student Biographies Fostering Communicative, Constructivist Language Acquisition Environments part two Accommodation Readiness chapter 4 Changing Perspectives in Platform Development for Instructional Methods Effective Program Models for CLD Students: Research and Analysis Predictors of Academic Success among CLD Students Findings of Research: The Case for Bilingual Education Bilingual Education and the SUP-CUP Distinction When the Ideal Is Not Ideal Complicating Variables Range of Program Models for CLD Students English as a Second Language (ESL) Transitional Bilingual Education Developmental Bilingual Education Two-Way Immersion Limited-Use Program Models Sociopolitical Foundations of Quality Programming Lau v. Nichols (1974) Castaneda v. Pickard (1981) Plyler v. Doe (1982) chapter 5 A Framework of Accommodation Readiness The Accommodation Readiness Spiral Levels of Readiness Forms of Readiness Readiness for Critical Reflection on Practice Reflection Critical Reflection Readiness for CLD Students and Families Semistructured Conversations Environmental Readiness The External Environment The Internal Environment Curricular Readiness Curriculum Trends Curriculum Essentials Programming and Instructional Readiness Decision Making without a Current Program Model Decision Making with a Current Program Model Programming and Instructional Readiness through Advocacy Readiness for Application and Advocacy Readiness for Theory-into-Practice Applications Readiness for Differentiated Instruction Readiness for Advocacy part three Professionalism in Practice chapter 6 Planning and Grounding Instructional Methodology Consistency in Nomenclature Enables Communication Approach Method Strategy Technique Consistency: In Practice Three Dominant Approaches to Second Language Instruction Grammatical Approach Communicative Approach Cognitive Approach chapter 7 The Integrated Content-Based Method of Instruction Evolution of Content-Based Instruction Content-Centered Methods of Instruction Integrated Content-Based Instruction Benefits of ICB Instruction for CLD Students Delivering Integrated Content-Based Instruction Planning an ICB Lesson Instruction Assessment Concluding Thoughts chapter 8 The Sheltered Method of Instruction Realities of Sheltered Instruction Variations on Sheltered Instruction Myths and Misconceptions Associated with Sheltered Instruction Types of Students Language Proficiency of CLD Students Standards of Best Practice Specially Designed Academic Instruction in English (SDAIE) The Sheltered Instruction Observation Protocol (SIOP) Preparation Instruction Review and Assessment Closing Thoughts on the SIOP Model of Sheltered Instruction chapter 9 The CALLA Method of Instruction Cognitive Methods and Learning Strategies Crosslinguistic Strategies Cognitive Teaching Methods for Instructing CLD Students The CALLA Method chapter 10 Achieving Standards-Driven Professional Practice Nationally Recognized Standards for Teachers of CLD Students NBPTS Standards CREDE Standards TESOL/NCATE Standards Standards-Driven Reflection on Professional Practice Benchmarks of Effective Practice Key Facets of a Platform for Best Practice with CLD Students Conclusion: Setting Goals for Professional Development Appendix Glossary References Name Index Subject Index

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