Six Principles for Teaching English Language Learners in All Classrooms by Cheng-Ting Chen
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Six Principles for Teaching English Language Learners in All Classrooms
By Cheng-Ting Chen

Six Principles for Teaching English Language Learners in All Classrooms

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Format: Paperback

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Six Principles for Teaching English Language Learners in All Classrooms by Cheng-Ting Chen

Book Description

Schools are not able to provide specialized classrooms for all English learners, especially when several languages besides English are spoken by ELLs. While the ELL population continues to grow, most teachers are monolingual and have little or no training on how to teach these students. This book uses a model that was designed around the five CREDE (Center for Research on Education, Diversity, and Excellence) standards for effective pedagogy: joint productive activity; language learning; contextualization; rigorous curriculum; and, instruction conversations. These five standards correspond to the authors' first five principles.The sixth principle - engaging families of English language learners - has also been found to have a positive impact on students' academic success. This book includes an array of powerful examples taken from a diverse range of K-12 settings. The examples provide clear illustrations of teaching strategies that support the authors' principles. K-12 teachers will discover that while these principles are particularly effective when applied to English Learners, they will ultimately be of benefit to all learners.

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Book Details

ISBN: 9781412958349
ISBN-10: 1412958342
Format: Paperback
(254mm x 178mm x 13mm)
Pages: 168
Imprint: Corwin Press Inc
Publisher: SAGE Publications Inc
Publish Date: 4-Sep-2008
Country of Publication: United States

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Author Biography - Cheng-Ting Chen

Ellen McIntyre is a literacy professor in the Department of Teaching and Learning at the University of Louisville, where she teaches courses on lit-eracy research and instruction and studies children's development in light of instructional contexts. She has published extensively, having coau-thored Reaching Out: A K-8 Resource for Connecting Schools and Families, coedited Classroom Diversity: Connecting School Curricula to Students' Lives, Balanced Instruction: Strategies and Skills in Whole Language, and Creating Nongraded Primary Programs, and published in such journals as Language Arts, Research in the Teaching of English, Journal of Literacy Research, and American Educational Research Journal. Her most recent project, codirected with Diane Kyle, is "Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students," funded by the US Department of Education. She also codirected with Diane Kyle a research project, "Children's Academic Development in Nongraded Primary Programs," funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz. Diane W. Kyle is a professor in the Department of Teaching and Learning at the University of Louisville. She has coauthored Reaching Out: A K-8 Resource for Connecting Schools and Families and Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods, coedited Creating Nongraded Primary Classrooms: Teachers' Stories and Lessons Learned, and pub-lished in such journals as Language Arts, Peabody Journal of Education, Journal of Education for Students Placed at Risk, Education & Equity, Teaching Children Mathematics, and Elementary School Journal. Her most recent project, co-directed with Ellen McIntyre, is "Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students," funded by the US Department of Education. She also codirected with Ellen McIntyre a research project, "Children's Academic Development in Nongraded Primary Programs," funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz.

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