At the forefront in focusing on the preparation of mainstream classroom teachers to work with K-12 students in the U.S. who speak native languages other than English, this book both contributes to the research base and provides practical information.
At the forefront in focusing on the preparation of mainstream classroom teachers to work with K-12 students in the U.S. who speak native languages other than English, this book both contributes to the research base and provides practical information.
Tamara Lucas is Associate Dean of the College of Education and Human Services and Professor of Educational Foundations at Montclair State University.
Inhaltsangabe
Foreword, Ken Zeichner Preface Acknowledgments Part I. Conceptual and Contextual Foundations 1. Language, Schooling, and the Preparation of Teachers for Linguistic Diversity, Tamara Lucas 2. English Language Learners in American Schools: Characteristics and Challenges, Guadalupe Valdés and Martha Castellón 3. Preparing Teachers for English Language Learners: The Policy Context, Ana María Villegas and Tamara Lucas Part II. Developing Teacher Expertise for Educating English Language Learners Curriculum Content 4. A Framework for Preparing Linguistically Responsive Teachers, Tamara Lucas and Ana María Villegas 5. "Accommodating Diversity": Preservice Teachers Views on Effective Practices for English Language Learners, Ester J. de Jong and Candace A. Harper 6. Systemic Functional Linguistics, Teachers Professional Development, and ELLs Academic Literacy Practices, Meg Gebhard, Jerri Willett, Juan Pablo Jimenez, and Amy Piedra 7. "We ve Let Them in on the Secret": Using SFL Theory to Improve the Teaching of Writing to Bilingual Learners, María Estela Brisk and Margarita Zisselsberger Program Design 8. Preparing Teachers to Reach English Language Learners: Preservice and Inservice Initiatives, Constance Walker and Karla Stone 9. Fostering Collaboration Between Mainstream and Bilingual Teachers and Teacher Candidates, Karen Sakash and Flora Rodriguez-Brown 10. The Growth of Teacher Expertise for Teaching English Language Learners: A Socioculturally-Based Professional Development Model, Aída Walqui 11. Toward Culturally and Linguistically Responsive Teacher Education: The Impact of a Faculty Learning Community on Two Teacher Educators, Mileidis Gort, Wendy Glenn, and John Settlage Program Coherence 12. Toward Program-Wide Coherence in Preparing Teachers to Teach and Advocate for English Language Learners, Steven Z. Athanases and Luciana de Oliveira Conclusion 13. Toward the Transformation of Teacher Education to Prepare All Teachers for Linguistically Diverse Classrooms, Tamara Lucas, Montclair State University About the Authors Index
Foreword, Ken Zeichner Preface Acknowledgments Part I. Conceptual and Contextual Foundations 1. Language, Schooling, and the Preparation of Teachers for Linguistic Diversity, Tamara Lucas 2. English Language Learners in American Schools: Characteristics and Challenges, Guadalupe Valdés and Martha Castellón 3. Preparing Teachers for English Language Learners: The Policy Context, Ana María Villegas and Tamara Lucas Part II. Developing Teacher Expertise for Educating English Language Learners Curriculum Content 4. A Framework for Preparing Linguistically Responsive Teachers, Tamara Lucas and Ana María Villegas 5. "Accommodating Diversity": Preservice Teachers Views on Effective Practices for English Language Learners, Ester J. de Jong and Candace A. Harper 6. Systemic Functional Linguistics, Teachers Professional Development, and ELLs Academic Literacy Practices, Meg Gebhard, Jerri Willett, Juan Pablo Jimenez, and Amy Piedra 7. "We ve Let Them in on the Secret": Using SFL Theory to Improve the Teaching of Writing to Bilingual Learners, María Estela Brisk and Margarita Zisselsberger Program Design 8. Preparing Teachers to Reach English Language Learners: Preservice and Inservice Initiatives, Constance Walker and Karla Stone 9. Fostering Collaboration Between Mainstream and Bilingual Teachers and Teacher Candidates, Karen Sakash and Flora Rodriguez-Brown 10. The Growth of Teacher Expertise for Teaching English Language Learners: A Socioculturally-Based Professional Development Model, Aída Walqui 11. Toward Culturally and Linguistically Responsive Teacher Education: The Impact of a Faculty Learning Community on Two Teacher Educators, Mileidis Gort, Wendy Glenn, and John Settlage Program Coherence 12. Toward Program-Wide Coherence in Preparing Teachers to Teach and Advocate for English Language Learners, Steven Z. Athanases and Luciana de Oliveira Conclusion 13. Toward the Transformation of Teacher Education to Prepare All Teachers for Linguistically Diverse Classrooms, Tamara Lucas, Montclair State University About the Authors Index
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