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List of Tables, Figures, and Photos Introduction Chapter 1: Language Acquisition and Language Learning in the Classroom What do we know about first language acquisition? Language acquisition is universal Language acquisition is natural Language acquisition does not require instruction What is the nature of the first language environment? Children are immersed in language Language is highly contextualized Language is a tool for purposeful use Children are physically active while learning languages Acquisition occurs within a social environment Children choose those aspects of language they wish to acquire Language acquisition is emotionally embedded Language acquisition is an integrated learning experience How is learning a second language in the classroom different from acquiring a first language? The acquisition and learning hypothesis The natural order hypothesis The input hypothesis The affective filter hypothesis The monitor hypothesis What are factors affecting acquisition? Limited language input Classroom organization High content and language level Academic and social language Negative Bias Cognition, age, and social/cultural differences Error correction Culture shock What strategies do ELLs use to acquire languages? Overgeneralization Transfer Simplification What Can ELLs Tell Us About Positive Classroom Environments and Learning Experiences? ELLs are active acquirers ELLs seek to find meaning ELLs seek to use language for purposeful activity ELLs profit from physical activity ELLs are social beings ELLs choose the language they want to learn ELLs respond to an emotionally positive classroom ELLs respond to interesting content information Questions for Reflection Activities for further learning Suggested readings about first language acquisition Suggested readings about comprehensible input Web Sites for further learning References Principles of Integrated Language Teaching and Learning Activity-Based Language Teaching and Learning Principle 1: Active Engagement. Principle 2: Cultural Relevance Principle 4: Learning Strategies Communicative Teaching and Learning Principle 5: Comprehensible Input with Scaffolding Principle 7. Content Integration Principle 9. Clear, Appropriate Goals and Feedback Activities for further learning Chapter 3: Reaching Out to Home and Community Vignette Questions Teachers as Cultural Mediators How do teachers connect to the homes and families of their students? How can the school community support the education of language learners? How can the community outside the school support the education of ELLs? Questions for Reflection Activities for Further Learning Suggested Reading Websites for Further Learning References Chapter 4: Principles for Managing the Integrated Classroom Vignette Questions First Things First: Feeling Ready to Learn Greetings Provisioning Gathering information Organizing the Physical Environment to Promote Language Learning Furniture is important Public areas Private space Organizing the Classroom Social Environment to Promote Language Learning Social integration Presentation formats Grouping Learning styles Organizing Instruction to Promote Language Learning CALLA Sheltered instruction Cooperative Learning Problem-based Learning Project Learning Questions for Reflection Activities for further learning Suggested readings on sheltered instruction Suggested readings on cooperative learning Web Sites References Chapter 5: Strategies for Oral Language Development During Instruction Vignette Questions Conditions for Language Learning Academic Language Learning What is academic language? Culturally diverse learning patterns Oral Language Development Stages of Oral Language Development Pre-production Early Production Speech Emergence Intermediate Fluency Teacher Tools for Oral Language Development Clarity Tools Scaffolding Question and Response Tools Collaborative Dialogues Questions for Reflection Activities for Further Learning Suggested Reading Web Sites for Further Learning Chapter 6: Oral Language Development in the Content Classroom Content Learning and Oral Language Development Language Arts Story Telling Reader’s Theater Social Studies Math Factors Affecting Achievement Instructional Techniques for math class Science Factors Affecting Achievement Instructional Techniques for science class Oral Language Development Every Which Way Songs and Chants/Poetry and Rap Role Plays, RAFTS and Simulations Listening In While Not Tuning Out Sound Discrimination Listening for Understanding Questions for Reflection Activities for Further Learning Suggested Reading Web Sites for Further Learning References Chapter 7: Developing Literacy with English Learners: Focus on Reading Unique characteristics of English learners developing literacy What is unique about English Language Learners who are developing literacy? Issues in literacy development with older English learners What are our recommendations for these older learners? Assessing ELL Literacy Development Activities for further learning Web resources for further learning Chapter 8: Developing Literacy with English Learners: Focus on Writing Why Teach Writing with English Learners? How does writing develop with ELLs? Connecting Writing to Active, Communicative Language Teaching and Learning Challenges of teaching writing to English Learners Developing a writing environment Getting Started: Interactive Writing Scaffolding Learners through the Writing Process Determining Goals--Standards for ELL Writing. Activities for Further Learning Web Resources for Further Learning Chapter 9: Structuring and Planning Integrated Lessons Vignette Questions Lesson Characteristics which Support Learning Teacher directed instruction Heterogeneous grouping Appropriate content Attention to language Supportive practice Corrective feedback A Lesson Format for Integrated Learning Into the Lesson: Activating and Preparing for Learning Content and Language Standards Defining content objectives Language objectives Performance Indicators (3 kinds of supports) Learning strategy Objectives (with Chamot chart) Activation of prior and current knowledge Through: Input for Active Understanding and Practical Purpose Vocabulary Language and content input Guided practice Check for understanding (Dipsticking) Beyond: Providing Reasons for Further Communication Independent practice Summarizing Assessment Questions for Reflection Activities for further learning Suggested reading Web sites for further learning References Chapter 10: Assessment Tools for the Integrated Classroom Vignette Questions What is Assessment? Test Assessment Evaluation Different types of assessment What are the fundamental principles of assessment for ELLs? What are the critical factors affecting the assessment of ELLs What are examples of authentic, performance-based classroom assessment? PBA Self-assessment Visible criteria How do standards affect classroom assessment? Questions for Reflection Activities for further learning Suggested reading Web site for further learning References Chapter 11: Putting It All Together Thematically: Developing Content-based Thematic Units Vignette Questions What is thematic instruction? Why teach thematically? How are thematic units structured? · Concrete to abstract · Low to high cognitive levels · Simple to complex content structures What about standards in a Thematic Unit? Organizing Content Curriculum in a Thematic Unit Organizing Language Curriculum in a Thematic Unit How can Learning Strategies be incorporated in to a Thematic Unit? A Last Word Questions for Reflection Activities for further learning Suggested readings Web sites for further learning References Glossary Integrated Thematic Unit: Fairy Tales Integrated Thematic Unit: Oceans Table of Contents
What is Test Bank?
The test bank is a guide for testing and exams. It contains a lot of questions with their correct answers related to an academic textbook. Test banks usually contain true/false questions, multiple choice questions, and essay questions. Authors provide those guides to help instructors and teachers create their exams and tests easily and fast. We recommend all students to download the sample attached to each test bank page and review them deeply..
What is Solutions Manual?
The solutions manual is a guide where you can find all the correct answers (odd and even) to your textbooks’ questions, cases, and problems.
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Samples are attached to each test bank and solutions manual page at our website. We always recommend students and instructors to download the samples before placing orders. At MANUALS1 we offer a complete sample chapter for each product.
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