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This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. It provides theory and practical strategies to make content of lessons relevant and understandable to students. This new edition includes updated information on current educational programs and local and national standards for English language learners in United States. The book will be of interest to…mehr
This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. It provides theory and practical strategies to make content of lessons relevant and understandable to students. This new edition includes updated information on current educational programs and local and national standards for English language learners in United States. The book will be of interest to researchers, professionals, under- and postgraduate students interested in the teaching of ethnic minorities.
Angela L. Carrasquillo is a professor of TESOL and Bilingual Education at Fordham University Graduate School of Education. She is nationally known in the area of second language and bilingual education and has published extensively on these areas. Her books include Teaching English to Speakers of Other Languages (Garland, 1994) and Parents and School (with L. London, Garland, 1993).
Vivian Rodriguez is a high school assistant principal in charge of curriculum and instruction in Elizabeth Public School in New Jersey. She completed her doctorate in Language Literacy and Learning at Fordham University and she has extensive experience with the instruction of language minority students.
Inhaltsangabe
Acknowledgments Introduction 1 Limited English Proficient Students in the Mainstream Classroom 2 Limited English Proficient Students/English Language Learners: Who Are They? 3 Cultural and Linguistic Diversity in the Classroom 4 Alternatives to Mainstreaming 5 The Integrated Development of Oral and Written Language 6 Instructional Strategies for LEP/ELL Students’ Oral and Written English Language Development 7 Integrating Language and Social Studies Learning 8 Integrating Language and Science Learning 9 Integrating Language and Mathematics Learning 10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students References Indexes
Acknowledgments Introduction 1 Limited English Proficient Students in the Mainstream Classroom 2 Limited English Proficient Students/English Language Learners: Who Are They? 3 Cultural and Linguistic Diversity in the Classroom 4 Alternatives to Mainstreaming 5 The Integrated Development of Oral and Written Language 6 Instructional Strategies for LEP/ELL Students’ Oral and Written English Language Development 7 Integrating Language and Social Studies Learning 8 Integrating Language and Science Learning 9 Integrating Language and Mathematics Learning 10 The Role of Teachers in the Development of Linguistic, Cognitive and Academic Skills of LEP/ELL Students References Indexes
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