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The Crosscultural Language and Academic Development Handbook Lynne T. Diaz-Rico

The Crosscultural Language and Academic Development Handbook By Lynne T. Diaz-Rico

The Crosscultural Language and Academic Development Handbook by Lynne T. Diaz-Rico

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The Crosscultural Language and Academic Development Handbook Summary

The Crosscultural Language and Academic Development Handbook: A Complete K-12 Reference Guide by Lynne T. Diaz-Rico

The third edition of this popular handbook brings together theories, ideas, and resources for promoting crosscultural awareness, language development, and academic progress for English learners. It ties together culture and language in a comprehensive format and delves deeply into the educational challenges faced by classroom teachers. Written specifically for the mainstream teacher, the guide clearly shows the effects of cultural differences on learning and presents an excellent treatment of cultural diversity and learning styles. It comes at a time when more than two million students nationwide with limited English proficiency fill our classrooms - a time when today's teachers desperately need practical, effective resources to help these students succeed in school.

About Lynne T. Diaz-Rico

Lynne Diaz-Rico is a professor of education at California State University, San Bernardino. She has worked with public and private teacher education institutions and agencies around the world to prepare teachers for classrooms with diverse students and English-language pedagogy. Her books Crosscultural, Language, and Academic Development Handbook and Teaching English Learners: Strategies and Methods are widely used to educate English language development teachers. Her research interests are in pedagogies for multilingual classrooms; creative, innovative English teaching strategies; critical discourse analysis; and visual literacy.

Table of Contents

Introduction
Acknowledgments
About the Authors

Part One
Learning: Learning about the Learner, Language Structure, and Second-Language Acquisition
Chapter 1 Learning about the Language Learner
English Learners: Demographic Trends
Psychological Factors That Influence Instruction
The Learner's Background
Psychological Factors: Social-Emotional
Psychological Factors: Cognitive
Sociocultural Factors That Influence Instruction
Family Acculturation and Use of the First and Second Languages
Family Values and School Values
Institutional Support for the Primary Language and Those Who Speak It
Sociocultural Support for L1 in the Classroom Environment
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 2 Learning about Language Structure
Language Universals
Language Is Dynamic
Language Is Complex
All Languages Have Structure
Phonology: The Sound Patterns of Language
Phonemes
Pitch
Stress
Morphology: The Words of Language
Morphemes
Word-Formation Processes
Syntax: The Sentence Patterns of Language
Semantics: The Meanings of Language
Pragmatics: The Influence of Context
Language Functions
Appropriate Language
Conversational Rules
Nonverbal Communication
Body Language
Gestures
Facial Expressions
Eye Contact
Communicative Distance
Conceptions of Time
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 3 Learning about Second-Language Acquisition
Historical Theories of Language Teaching and Learning
Grammar-Translation Methodology
Structural Linguistics
Behaviorism
Current Theories of Language Development
Transformational Grammar
Krashen's Monitor Model
Cummins's Theories of Bilingualism and Cognition
Communicative Competence
The Social Context for Language Learning
Discourse Theory
Meaning-Centered v. "Bottom-Up" Approaches to Language Acquisition
Semiotics
Contributions of Research about the Brain
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Part Two
Instruction: Oracy and Literacy for English-Language Development, Content-Area Instruction, and Bilingual Education
Chapter 4 Oracy and Literacy for English-Language Development
English-Language Development Standards
Integrating Language Skills
Listening
Listening to Repeat: The Audiolingual Legacy
Listening to Understand: The Task Approach
Listening for Communication: The Comprehension Approach
Speaking
Situations for Spoken Discourse
Improving Oral Proficiency
Reading
Transferring Literacy from First to Second Languages
Students without Literacy in First or Second Languages
Phonics in Literacy Instruction for English Learners
Strategies for English Learners' Literacy Instruction
Writing
The Writing Process
Written Conventions
Error Correction and Grammar in Oracy and Literacy Instruction
Treatment of Errors
Treatment of Grammar
Oracy, Literacy, and Technology
Computer-Assisted Language Learning
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 5 Content-Area Instruction
Principles of Specially Designed Academic Instruction in English (SDAIE)
A Model for SDAIE
Teacher Attitude
Content
Connections
Comprehensibility
Interaction
Content-Area Application
Cognitive Academic Language Learning Approach (CALLA)
Social Studies
Literature
Mathematics
Science
The Visual and Performing Arts
Physical Education
Instructional Needs beyond the Classroom
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 6 Theories and Methods of Bilingual Education
Foundations of Bilingual Education
Historical Development of Bilingual Education
Legal Evolution
Educational Issues Involving Bilingual Education
Parent and Community Participation
Organizational Models: What Works for Whom?
Submersion
The Teaching of English as a Second Language
Transitional or Early-Exit Bilingual Education
Maintenance or Developmental Bilingual Education
Immersion Bilingual Education
Newcomer Centers
Research Studies on Program Effectiveness
Instructional Strategies
Language Management
Primary-Language Use
Code Switching
Classroom Organization
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Part Three
Assessment
Chapter 7 Language and Content-Area Assessment
Educational Standards and Standardized Assessment
Advantages of Standards-Based Instruction for English Learners
Achievement Testing and No Child Left Behind
Disadvantages of Standards-Based Instruction for English Learners
Linking Assessment to Progress for English Learners
The English-Language Development (ELD) Framework
Linking Placement Tests to Language Development
Linking Standards-Based Classroom Instruction to Assessment
Purposes of Assessment
Formative versus Summative Assessment
Proficiency Tests
Diagnostic and Placement Tests
Achievement Tests
Competency Tests
Methods of Assessment
Tying Assessment to the Integrated Curriculum
Authentic Assessment
Performance-Based Assessment
Standardized Tests
Teacher Observation and Evaluation
Cautions about Testing
Best Practices in Testing
Identification, Assessment, and Placement of English Learners in the Schools
Identification Procedures for English Learners
Assessment for Placement
Redesignation/Exit Procedures
Limitations of Assessment
Difficulties in the Testing Situation
Problematic Test Content
Interpretation of Test Results
Technical Concepts
Validity
Reliability
Practicality
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Part Four
Culture: Cultural Diversity in the United States, the Intercultural Educator, and Culturally Responsive Schooling
Chapter 8 Cultural Diversity
Historical Perspectives
Contributions
Exploitation
The Impact of a Changing Population
Poverty among Minority Groups
The Education of Minorities
Second-Language-Speaking Minority Populations
Immigration and Migration
Causes of Immigration
Migration
Immigration Laws and Policies
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 9 The Intercultural Educator
Understanding Cultural Diversity
The Nature of Culture
Key Concepts about Culture
Investigating Ourselves as Cultural Beings
Learning about Students' Cultures
Ethnographic Techniques
How Cultural Adaptation Affects Learning
Achieving Equity in Schooling
Detecting Unfair Privilege
Fighting for Fairness and Equal Opportunity
Combating Prejudice in Ourselves and Others
Reducing Interethnic Conflict
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 10 Culturally Responsive Schooling
Respecting Students' Diversity
Acknowledging Students' Differences
Educating Students about Diversity
Promoting Mutual Respect among Students
Adapting to Students' Culturally Supported Facilitating or Limiting Attitudes
and Abilities
Cooperation versus Competition
The Use of Language
Teaching Styles (Cultural Orientation)
Teacher-Student Interactions
Classroom Organization
Curriculum
Sustaining High Expectations for All Students
Assessing Students' Ability and Achievement Validly
Challenging Students to Strive for Excellence as Defined
by Their Potential
Motivating Students to Become Active Participants in Their Learning
Encouraging Students to Think Critically
Helping Students Become Socially and Politically Conscious
Marshaling Family and Community Support for Schooling
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Part Five
Policy: Language Planning and Policy and Special Populations of English Learners
Chapter 11 The Role of Educators in Language Planning and Policy
A Critical Approach to Language Planning and Policy
Tollefson: Power and Inequality in Language Education
Foucault: The Power of Discursive Practices
Fairclough: Critical Language Analysis
Bourdieu: Language as Social Capital
Cummins: Language Policies as Emancipatory
Planning and Policy: The Classroom
Educational Equity in Everyday Practices
The Social Environment
The Policies Embodied in Teachers' Plans
Policy at the School Level
Collaboration with Colleagues
School-Site Leadership
The Academic Ambiance of the School
Involving Parents
Policy in Local School Districts
Professional Growth and Service
The School Board
Community Support for English Learners
The Public Forum
Community Organizations
State Commissions and Professional Organizations
The Voice of the Expert
Professional Leadership Roles
Legislation and Public Opinion
Influencing Federal Policies
The English-as-an-Official-Language Controversy
Federal Funds for Innovation
Federal Legislation
The National Spirit
LEARNING MORE
Further Reading
Web Search
Exploration
Experiment

Chapter 12 Culturally and Linguistically Diverse Learners and Special Education
Scenarios and Issues
Who Are CLD Learners with Special Needs?
Issues Underlying the Scenarios
Principles for the Education of CLD-Special Education Students
The Disproportionate Representation of Culturally and Linguistically
Diverse Children in Special Education
Overrepresentation in Disability Programs
Underrepresentation in Gifted Programs
Identification, Referral, and Early Intervention
The Referral Process: The Roles of the Classroom Teacher
and the ELD Specialist
Academic and Learning Problems That CLD Learners May Experience
Similarities between Ethnic Language Variations and Learning
Disability Symptoms
Early Intervention
Roles of Classroom Teachers and ESL Teachers during the Process
of Determining Eligibility for Additional Services
Testing for Special Education
The Descriptive Assessment Process
Family Support for Evaluation
Collaboration among ESL-ELD Resource Teachers and Special Educators
Definition and Principles of Collaboration
Collaboration among Professionals during the Testing Phase
Working with an Interpreter
Relationship of Continued ELD with Other Services
Teaching Strategies for the CLD Special Learner
Adapting Listening Tasks
Adapting Reading Tasks
Adapting Writing Tasks
Assessing Student Performance in the Mainstream Classroom
Methods of Assessing the Success of Included Students
Assessing Students' Work
Using the Results of Assessment
Universal Design for Special Populations of English Learners
Universal Instructional Design
Teaching Blind English Learners
Teaching English Learners with Hearing Impairments
LEARNING MORE
Further Reading

Web Search
Exploration
Experiment
Bibliography
Author Index
Subject Index

Additional information

CIN0205443257VG
9780205443253
0205443257
The Crosscultural Language and Academic Development Handbook: A Complete K-12 Reference Guide by Lynne T. Diaz-Rico
Lynne T. Diaz-Rico
Used - Very Good
Paperback
Pearson Education (US)
2005-07-11
408
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

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