Education of bilingual or multilingual students Books

Book SynopsisBring classroom content to life for multilingual learnersIn this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first editionauthentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areasthis is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms.With fresh graphics and eye-catching colors, this thoroughly revised edition also includes: Considerations for newcomers and students with interrupted or no formal education (SLIFE) An added chapter on building scaffolded instruction and peer learning opportunities into MLs' academic reading and writing ac

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Book SynopsisTable of ContentsIntroductionI. Internationalization in a Global Context1. The Importance of Increasing Our Investment in International Education2. Internationalizing Education as We Move Deeply into the 21st Century3. What's Happening to the World?4. Going, Golden, Gone? Internationalization's Past, Present, and Future5. The Globalization of Internationalization?6. Why International Education: Recent Past, Present, and Future7. The Broadest Possible EducationII. Legacies of Title VI, Area & Global Studies8. In Praise of Title IV9. The Political Economy of International Education in the United States10. Area Studies in the Light of New Theoretical and Global Developments11. The Future of International Studies and Area Studies12. Global Education for Generation ZIII. Languages13. Priorities in Language Study: Campus Trends, Future Needs14. Ensuring U.S. National Capacity in World Languages and Cultures for the 21st Century15. Myaamiaataweenki: The Myaamia Language16. How and Why to Promote Multilingualism in U.S. Schools17. International Education: Just a Fancy Idea for a Few, or a Vital Component of Higher Education and of Our Future?VI. Internationalization in Practice18. From International to Global: Rethinking Worldwide Engagement19. Global Education, Educating Globally20. Growing Global Competence in the Midwest21. A View from Somewhere22. Lessons from History... Made in IndianaV. Crossroads: Agencies, Mechanisms, and a Nation23. Reflections on Title VI from a National Perspective24. U.S. Department of Education International and Foreign Language Education Programs25. International Education and Exchanges Offer Effective Education Diplomacy for the United States26. Foreign Language and International Education—A Critical Requirement: A Practitioner's ViewIndexList of Contributors

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Book SynopsisThis unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience.The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including ''race'', ''multiculturalism'' and ''anti-racism''. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of ''race''. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day leveTable of ContentsPart 1: Theories: Making Sense of Race, Racism and Education 1. On the Theoretical Status of the Concept of Race 2. Race, Knowledge Construction, and Education in the USA: Lessons from History3. Anti-Racism: From Policy to Praxis 4. Just What is Critical Race Theory and What's It Doing in a Nice Field like Education?Part 2:Identities: Race, Ethnicity, Class, Gender, Sexuality 5. Dysconcious Racism: Ideology, Identity, and the Miseducation of Teachers7. Identity Traps or How Black Students Fail: The Interactions between Biographical, Sub-Cultural, and Learner Identities 7. Loose Canons: Exploding the Myth of the 'Black Macho' Lad 8. The Souls of White Folk: Critical Pedagogy, Whiteness Studies, and Globalization Discourse Part 3: Practices: Life in School 9. Good, Bad, and Normal Teachers: The Experiences of South Asian Children 10. How White Teachers Construct Race 11. Critical Multicultural Education and Students' Perspectives12. Black Women in Education: A Collective Movement for Social Change Part 4: Methods: Doing Critical Research 13. Between Neo and Post: Critique and Transformation in Critical Educational Studies 14. The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children 15. The Myth of Neutrality in Educational Research 16. The Power to Know One Thing is Never the Power to Know All Things: Methodological Notes on Two Studies of Black American Teachers

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Book SynopsisSenem is a Turkish woman living in the United States while adapting to a new language and new customs. She is forced to face challenging situations when her son is kidnapped and when she finds out about a natural disaster back in Turkey. With the help of family and friends, Senem is able to find the strength to make it through the tough times.

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Book SynopsisThis book covers the relevance of theories on language analysis to TESOL, showing students how to understand and evaluate TESOL methodology, curriculum, and materials in terms of theories including conversation structure, ideology and power.Table of ContentsChapter 1 - Introduction; Chapter 2 - Corpus Linguistics; Chapter 3 - Global Englishes (Nicola Galloway and Eleni Mariou); Chapter 4 - English across Cultures (Kenneth Fordyce and Florence Bonacina); Chapter 5 - Context and Registers (Kenneth Fordyce); Chapter 6 - Exchange Theory and Conversation Analysis; Chapter 7 - Speech Act Theory and the Cooperative Principle; Chapter 8 - Politeness Theories; Chapter 9 - Conclusion.

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Book SynopsisLanguage in Context for TESOL explores the many uses of English around the world, focusing on the way that meaning can be context-dependent and often implied. Covering basic approaches to linguistic analysis such as Conversation Analysis and Exchange Structure, Speech Act Theory, The Cooperative Principle and Politeness Theories, and using authentic language as it occurs in everyday life, this volume guides the reader towards an understanding of ELT methodology, curriculum, courses and materials in terms of Global Englishes, and how these findings can be applied to English Language Teaching.Filled with tasks that can be carried out individually or in small groups, as well as independently outside the classroom, Language in Context for TESOL takes into account the variations in physical and economic conditions in ELT classrooms worldwide. Tasks include examples from classrooms around the world, encouraging comparisons across cultures and guiding readers as they adapt suggestions to their own educational requirements.

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Book SynopsisIntroduces core concepts in methods and teaching approachesCovering core topics from vocabulary and grammar to teaching, writing speaking and listening, this textbook shows you how to link research to practice in TESOL methodology. It emphasises how current understandings have impacted on the language classroom worldwide and investigates the meaning of ''methods'' and ''methodology'' and the importance of these for the teacher: as well as the underlying assumptions and beliefs teachers bring to bear in their practice. By introducing you to language teaching approaches, you will explore the way these are influenced by developments in our understanding of language, learning technologies, learners, and their socio-cultural world.Three main areas in TESOL methods are covered: the impact of learner needs, context and culture on language, learning and teaching approaches; knowledge of language and its impact on methods, from the word to whole texts; and multiple literacies and competences for the modern world, including academic literacy and web literacy, socio-cultural and intercultural competence. The impact on teacher choices and methods of World Englishes, approaches to grammar, and learner development is also discussed. Each chapter illustrates core principles in practice using case studies of English teaching worldwide. Guided tasks, including article critique, case study analysis, and small-scale classroom research, prepare you to engage critically with research literature and use this analysis to inform your own practice.Table of Contents1. The meaning of methods; Section One: Methods and the language learner; 2. Learning theories and methods; 3. The place of the learner in methods; Section Two: Methods and language; 4. Grammar in methods; 5. Vocabulary in methods; 6. Teacher knowledge and the four language skills: understanding written and spoken language in the 21st century world; 7. Methods and principles for integrating the four skills: reading, writing, speaking and listening; Section Three: The World in the Classroom; 8. Multiple literacies: professional, academic and web literacies in methods; 9. Cultural competences in methods; 10. Windows into TESOL classrooms: where are we and where are we going?

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Book SynopsisHow to link research to practice in TESOL methodology? This textbook helps trained TESOL teachers to understand both qualitative and quantitative research methods. It proposes that mixed methods research (MMR) meets that need by combining the best aspects of both research traditions.Table of ContentsSection I: Getting Research Started; 1. Introduction to Research; 2. Starting Research Projects; 3. Gathering, Compiling, and Coding Data; Section II: Analyzing Research Data; 4. Analyzing Quantitative Data; 5. Analyzing Qualitative Data; 6. Analyzing MMR Data; Section III: Presenting Research Studies; 7. Presenting Research Results; 8. Writing Research Reports; 9. Disseminating Research; 10. Conclusion.

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Book SynopsisTeaching English as a Second or Other Language (TESOL) is a multifaceted academic discipline requiring training in linguistics, language acquisition, language pedagogy, testing and research, curriculum and syllabus design, program administration, and cross-cultural communication. This title addresses an identifiable subfield within TESOL.

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Book SynopsisAn examination of the role that race plays in the lives of students at a multiracial U.S. high school.Trade Review"Learning Difference is exceptionally good school ethnography. Staiger brings hidden forces to the surface that are not easily seen in classrooms and schoolyards but that nevertheless seethe through the ways in which different racial groups fashion their relations with schooling and one another. This book is a must read for anyone interested in how race is actually constructed and played out in public high schools." -- American Anthropologist"American schools are a battleground of diverse issues—busing, unequal access to resources, multicultural education and bilingual classes, gangs, and declining property values. Underlying all of these is the issue of race. Thank goodness for Annegret Staiger, who is not afraid to shine a bright light on the social conflicts our children navigate every day. Learning Difference digs deep into the lives of high school students of different backgrounds to explore how they live together and apart, managing friendship and animosity, challenged by well-meaning but misguided school policies. This book should be required reading in every teacher-training degree, and placed on the desk of every principal." -- Kevin Bales, President * Free the Slaves *"A savvy ethnographer, Staiger reveals the social contours of an urban high school with no racial majority. Here black, white, Latino, and Asian adolescents aggressively use race and gender as tools to define identities and groups across multiple school spaces. Viewed by outsiders as harmonious, this school seethes with strong divisions and alliances among racial groups jockeying for position in a familiar white-to-black hierarchy. Concealed behind color-blind talk, societys racial stratification system replicates itself in an internal segregation of gifted and at risk students. If schools are testing grounds for social justice and equality, this one is more failure than success." -- Joe R. Feagin * Texas A & M University *Table of ContentsContents List of Figures and Tables xxx @toc4:Acknowledgments xxx @toc2:Chapter 1 Introduction 1 Chapter 2 Newtown, Its Communities, and Roosevelt High School 000 Chapter 3 "Gifted Whites" and "At-Risk Blacks"--The Educational Organization of Racial Differences 000 Chapter 4 Race Politics in the School Yard: Alliances, Dominance, Subordination 000 Chapter 5 Performing Manhood through the Race Matrix 000 Conclusion 000 @toc4:References Cited 000 Notes 000 Index 000

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Book SynopsisImproving the educational success of the children of Mexican immigrants is crucial to the future prospects of these children as well as to the American population at large. This book documents how various aspects of these children's lives help or hinder their learning in elementary school.Trade Review"This study provides a valuable new perspective on the degree to which the effects of immigrant status are limited by socioeconomic status in Mexican immigrant families." -- CHOICE"Insightful, analytically sophisticated, and beautifully written, Mexican Roots, American Schools provides rich insights into characteristics of children and the contexts of development that serve to influence their transitions into elementary school. Highly recommended for anyone interestedin understanding critical intervention points that could better the educational trajectories of Mexican-origin children." -- Carola Surez-Orozco * Steinhardt School of Education, New York University, author of Children of Immigration *"With immigration across the Mexican border at the center of national policy debates, it is appropriate that someone ask "what of the children?" Crosnoe's book focuses a spotlight on the family and school conditions of Mexican immigrant children. If nothing changes, the patterns documented in Mexican Roots anticipate deepening inequality in our society and challenges for Mexican immigrant children, their families, and their communities. But Crosnoe's message also is a hopeful one. Mexican Roots is a good, if sobering, read, recommended to anyone interested in the well-being of immigrant children specifically or in understanding schools as an engine for social mobility more generally." -- Karl Alexander * Johns Hopkins University *"Immigration is transforming the race-ethnic landscape of American schools, and the children of Mexican immigrants are the leading edge of this change. Their success in school and the resulting opportunities in adulthood will have profound implications across American society. This book is likely to become the classic study on the determinants of school achievement among young children of Mexican immigrants." -- Donald J. Hernandez, University at Albany, SUNY, Former Special Assistant * U.S. Bureau of the Census *Table of ContentsContents Acknowledgments 1. American Dreams for a New Generation 2. Studying Children from Mexican Immigrant Families 3. Looking at Three Domains of Child Development 4. Exploring Three Contexts of Child Development 5. The High Stakes of Early Learning in Math 6. What Have We Learned? 7. Where Do We Go From Here? Epilogue Appendix Notes References Index

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Book SynopsisDrawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development.Table of Contents Contents Acknowledgments  vii Introduction  1 The Power of Guided Drawing  2 The Promise of Guided Drawing  3 Organization  4 1.  Changing Landscapes of Early Childhood Classrooms  6 Push-Down Pressures  7 Increases in Linguistic Diversity  8 Demographics of Multilingual Learners  10 Supporting Multilingual Learners in Early Childhood Settings  11 Supporting Children's Home Language(s)  12 Supporting English Language Acquisition  13 What Is Guided Drawing Anyway?  14 2.  Growing Language Purposefully  18 The Importance of a Strong Language Foundation  19 Growing Language in Preschool  25 Language-Building Dispositions  25 The Case for Content-Rich Instruction  33 Strategies That Build and Extend Children's Knowledge of the World  34 Use Instructional Routines That Deepen Children's Knowledge  38 3.  Guided Drawing: Definitions, Purposes, and Processes  50 Defining (and Refining) Guided Drawing  51 Instructional Features of Guided Drawing  52 Learning Through the Guided Drawing Process  58 Looking Back and Ahead  68 4.  "I'm Gonna Draw a Bumblebee"  69 More Than Mark Making  69 Drawing Defined  70 Drawing Development  72 Why Children Draw  75 Challenges Faced During Drawing  83 Looking Ahead  87 5.  "He Have a Thorax?"  88 Purposeful, Planful, Thoughtful Instruction  89 Building Teacher Knowledge: Why It Matters  107 6.  Planning in Action—Leading With Language  110 Purposeful Instruction: What Should Our Learners Know About Frogs and Toads?  112 Planning to Teach Frog and Toad Content Explicitly  117 Teaching Content Explicitly  119 Determining What Was Learned  141 Thoughtful Reflections on Learning and Teaching With Guided Drawing  143 Conclusion  148 Children's Media Referenced  153 References  155 Index  171 About the Authors  181

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Book SynopsisTalks about the relationship between self-esteem and student achievement.

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Book SynopsisOffers more than 100 activities using dialogues, role plays, games, and audiovisual aids to practice conversation, oral presentations, and interviewing; as well as the subskills of grammar, vocabulary, pronunciation, and interaction.

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Book SynopsisThis volume demonstrates how multilingual schooling can enhance democracy through a connection with the policies and practices of critical education.With its in-depth analysis of real schools that focus on the dual emphases of multiculturalism and integration, this book offers a comparative look at educational and political controversies over race, citizenship, and societal power relations. The authors describe the ambitious goals and critical multicultural and bilingual education strategies used at these schools, and, in doing so, they highlight how the challenges involved relate to larger theoretical issues that are inherent to a critically multicultural and bilingual education.This book examines what a truly critical multicultural and bilingual education means and what it requires of those who are intimately connected with these processes. As such, it will be important reading for those studying, teaching, or researching in Sociology of Education, Multicultural EducTable of ContentsChapter 1: Introduction Chapter 2: Education for Democracy Chapter 3: A History of Segregation and Inequalities in Milwaukee Chapter 4: La Escuela Azul Chapter 5: Ongoing Challenges for a Bilingual, Multicultural, Antiracist School Chapter 6: Israel/Palestine: Segregation, Marginalization, and Control of Arab/Palestinians in Israel Chapter 7: Palestinian-Jewish Education Chapter 8: Critical Consciousness-Raising in a Palestinian-Jewish School Chapter 9: Continuing Struggles, Shared Efforts, and Contradictions Chapter 10: Conclusion Appendix

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Book SynopsisWhat are some lessons learned from the pandemic?We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.Above all, we learned that the normal many of us have yearned for wasnevergood enoughthat we must envision a better world, where we build on our multilingual students' unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.It's this better world, a world in which communities, schools, and classrooms work together as a whole-child ecosystem,Beyond Crises:Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classroomssets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:1.Imagining Communitiesdescribes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member's assets and competencies, and the ways recent crises have amplified their struggles.2.Imagining Schoolstakes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.3.Imagining Classroomsdemonstrates how to optimize learning opportunitiesboth virtual and face-to-faceso our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.Student and family, classroom, school, and local community are not silos unto themselves, Debbie, Margarita, and Margo insist. They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.Beyond Crisesis the first critical step forward.Trade Review"This timely and unique volume from Zacarian, Calderón, and Gottlieb, three of the most renowned masters in the field of teaching culturally and linguistically diverse students, spotlights the critical need for collaborative relationships between communities, schools, and classrooms to engage in advocacy for equitable educational opportunities for all learners. It guides the reader through a journey of reflection by making connections to one’s own experiences with relationship building as well as identifying action steps to strengthen partnerships. It also invites the reader to imagine ways to be open to change and make things happen! This book is a must read for anyone who works with this special student population." -- Maria Dove"Through witnessing the pandemic’s detrimental effects on English learners, I’m left grasping for a silver lining. I need to know how to make sense of what has happened, to learn from the challenges and heartbreak, and to thoughtfully move forward. Beyond Crises comes at just the right time. Through compelling student stories, anecdotes from fierce advocates, and spot-on reflection questions and tools, the authors guide us to reimagine education for ELs." -- Diane Fenner"Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms is just the resource administrators, instructional leaders, and educators in all walks of life need! This timely book by the powerful trio--Debbie Zacarian, Margarita Calderón, and Margo Gottlieb--is destined to pave the way for imagining and re-imagining our communities, schools, and classrooms in a post-crisis world. Their unapologetic call-for-action is to overturn racial, cultural and linguistic inequities—this book will show you how!" -- Andrea Honigsfeld"What a superb and relevant discussion of how we as educators and servants can take our colleagues, our students and their families to the next level. Debbie, Margarita, and Margo have done a great job combining practical, critical practices, and partnerships with perfect examples of why we as educators do what we do. You’ll want to buy two, one for yourself and one to share." -- Shawn Slakk"By using voices from communities, schools, and classrooms, Beyond Crisis re-envisions how systems can move away from deficit-based paradigms. The practical and new ways of re-imagining presented in this book highlight and inspire a call to action that encourages strengths-based partnerships to acknowledge assets and competencies within systems. Beyond Crisis is a relevant and responsive book that motivates hope and empathy to address polarizing and chaotic times in our nation." -- Ivannia Soto"Beyond Crisis is the humanizing, empowering book we need right now! Read it for a compelling vision and action steps to move beyond crisis and create the interconnected schools and communities our multilingual learners deserve." -- Tonya Ward SingerTable of ContentsDedication Author′s Acknowledgements Foreword by Dan Alpert Introduction Part I: Imagining Communities Chapter 1: Designing and Enacting Strengths-Based Communities Chapter 2: Sustaining a Whole Child ′Ecosystem′ Chapter 3: Striving for Interdependent, Interconnected Communities Part II: Imagining Schools Chapter 4: Imagining Schools Beyond the Crises Chapter 5: Sustaining Growth and Momentum Chapter 6: Striving for Interdependence and Interconnections Part III: Imagining Classrooms Chapter 7: Designing and Enacting Classroom Change Chapter 8: Sustaining Momentum and Growth in Classrooms Chapter 9: Striving for Interconnections References Index

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Book SynopsisGrow students' linguistic capital AND value their home languageIn Language of Identity, Language of Access, authors Michelle Benegas and Natalia Benjamin highlight the urgent need for a revolution in language education that validates home languages and dialects while equipping students with the linguistic tools for social mobility. Their original LILA framework rejects the socially constructed hierarchy of languages and provides students with a broader linguistic repertoire.This accessible and teacher-friendly guide presents an overview of this liberatory approach to language and literacy, an exploration of linguistically sustaining and expanding instruction, and practical guidance on designing lessons that attend to the language of identity and the language of access. Additional recurring features include: Voces provide real-life teacher exper

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Book SynopsisTable of ContentsIntroduction 1 Part 1: Getting Started with the Basics 5 Chapter 1: Getting a Jump Start in Spanish 7 Chapter 2: Selecting the Proper Part of Speech 33 Part 2: The Here and Now 49 Chapter 3: Sorting Out Word Gender 51 Chapter 4: Coloring Your Sentences with Adjectives 73 Chapter 5: Expressing Yourself in the Present 91 Chapter 6: Expressing Yourself with Subjunctive Feeling 121 Chapter 7: Enriching Your Sentences with Adverbs and Comparisons 149 Part 3: Giving and Obtaining Information 163 Chapter 8: Getting Answers with the Right Questions 165 Chapter 9: Being Clear and Concise with Object Pronouns 185 Chapter 10: Reflecting on Reflexive Pronouns and Verbs 205 Chapter 11: Getting Attention with Commands 217 Chapter 12: Preparing to Connect with Prepositions 239 Part 4: Reminiscing about the Past and Seeing into the Future 253 Chapter 13: Leaving It Completely in the Past 255 Chapter 14: Looking Back with the Imperfect 269 Chapter 15: Seeing into the Future 283 Part 5: The Part of Tens 293 Chapter 16: Ten Most Common Mistakes in Spanish 295 Chapter 17: Ten Important Verb Distinctions 301 Part 6: Appendixes 307 Appendix A: Verb Charts 309 Appendix B: Thematic Vocabulary 319 Appendix C: English-Spanish Dictionary 331 Appendix D: Spanish-English Dictionary 335 Index 341

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Book SynopsisTable of ContentsIntroduction 1 Part 1: The Basic Building Blocks of German 7 Chapter 1: Laying the Foundations of German 9 Chapter 2: Assembling the Basic Tools for German Sentences 29 Chapter 3: Sorting Out Word Gender and Case 45 Chapter 4: Building Your Word Power 61 Part 2: Focusing on the Present 77 Chapter 5: Grasping the Present Tense 79 Chapter 6: Asking and Answering Intelligently; Giving Orders 97 Chapter 7: In the Mood: Combining Verbs with Modal Auxiliaries 121 Chapter 8: Sorting Out Separable- and Inseparable-Prefix Verbs 141 Part 3: Adding Flair to Your Conversations 159 Chapter 9: Sounding More Like a Native with Verb Combinations 161 Chapter 10: Adding Adjectives for Description 175 Chapter 11: Comparing with Adjectives and Adverbs 197 Chapter 12: Connecting with Conjunctions 217 Chapter 13: Your Preposition Primer 231 Part 4: Looking Back and Ahead: Talking about the Past and the Future 247 Chapter 14: Conversing about the Past: Perfecting the Present Perfect 249 Chapter 15: Narrating the (Simple) Past: Fact and Fiction 263 Chapter 16: Looking to the Future (And Avoiding It) 281 Part 5: The Part of Tens 293 Chapter 17: Ten Tips for Optimizing Your German 295 Chapter 18: Ten Pitfalls to Avoid in German 301 Part 6: Appendixes 307 Appendix A: Verb Charts 309 Appendix B: English-German Dictionary 319 Appendix C: German-English Dictionary 323 Index 327

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Book SynopsisThis book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national anTrade ReviewWinston’s expertise as a drama pedagogy specialist and scholar is on full display in Performative Language Teaching in Early Education. This expertly crafted new book includes an impressive roster of resources for drama pedagogy and is ideal for the growing fields of performative language teaching and the use of drama methods in early childhood education. * Mary McAvoy, Associate Professor of Theatre Education and Theatre for Youth, Arizona State University, USA *Joe Winston’s books are always innovative, scholarly and grounded in best teaching practice. Here Winston provides advice on how to engage young children through performative language teaching. I’ll be keeping this book within reach and can’t wait to put some of his wonderful, aesthetically-rich plans into action! * Madonna Stinson, Associate Professor, School of Education and Professional Studies, Griffith University, Australia *This publication will inform, guide and inspire you. Once again, Winston has written a book which is at the same time a scholarly volume and a joy to read, balancing eloquence, clarity and great expertise. This is a must-have for all language teachers working with young children. * Erika Piazzoli, Assistant Professor in Arts Education, Trinity College Dublin, The University of Dublin, Ireland *Table of ContentsList of Figures List of Abbreviations Acknowledgements Introduction 1. Young Children Learning English as a Foreign Language 2. Performative Language Teaching in the Early Years: Key Concepts 3. Performative Strategies for Teaching English to Young Learners 4. Schemes of Learning: 3 – 5 Year-olds 5. Schemes of Learning: 5 – 7 Year-olds 6. Performative Language Teaching and Assessment for Learning References Bibliography Index

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Book SynopsisThe book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for langTrade ReviewThis book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field. * Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK *This is an excellent and unique book for teachers, teacher educators and materials writers. Overviewing four decades of research on how children learn English and how stories can be integrated into curricula, Irma-Kaarina Ghosn offers authentic classroom data on how teachers can scaffold Arabic speaking children’s development. A brilliant resource on theory and practice. * Marianne Nikolov, Professor Emerita, Department of English Applied Linguistics, University of Pécs, Hungary *Table of ContentsIntroduction Part I: Theoretical Considerations 1. Cultural Norms and Expectations versus Teaching Materials 2. Narrative and Children’s Language Learning 3. The Challenge of English-medium Instruction Part II: Insights from Classroom Research 4. Teacher Questions versus Learner Engagement 5. Classroom Discourse and the Critical Role of Teaching Materials 6. Instructional Materials and Vocabulary and Reading Comprehension 7. Writing Outcomes after a Reading-Based Experiment 8. An Action Research Study on Reading Strategies 9. Literate Language from Storybooks 10. Young Arabic-speaking Learners’ Spelling Skills 11. Transfer from Arabic Grammar to Children’s English Part III: Teachers and Students in Action 12. Whole Language Experience in Kindergarten 13. Flexibility of Story-Based Approaches 14. Children’s Diverse Reactions to Stories 15. Teacher Effectiveness and Learner Engagement 16. Conclusions References Index

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Book SynopsisNessel and Dixon show teachers how to effectively support English language development by using the Language Experience Approach.David E. Freeman and Yvonne S. Freeman, Professors of Literacy, ESL, and Bilingual EducationThe University of Texas at BrownsvilleProvides the tools teachers need to use this natural way of helping English Language Learners. The Language Experience Approach makes language and language arts accessible to the students in need of basic skills.Roberta E. Dorr, Associate Professor of EducationTrinity University, WASupport ELLs while meeting the goals of your literacy curriculum!English Language Learners (ELLs) enter the classroom with different levels of proficiencyand confidencein English. The Language Experience Approach offers K12 teachers an instructional framework and classroom strategies for meeting students at their level and helping them use their strengths as speakers and listeners Trade Review"Nessel and Dixon show teachers how to effectively support English language development by using the Language Experience Approach." -- David E. Freeman and Yvonne S. Freeman, Professors of Literacy, ESL, and Bilingual Education"Provides teachers the tools they need to use this natural way of helping English Language Learners. The Language Experience Approach makes language and language arts accessible to the students in need of basic skills." -- Roberta E. Dorr, Associate Professor of Education"Offers K-12 teachers in ESL a basic instructional method for meeting students at their different levels and helping them use listening skills to build reading skills. An outstanding approach ESL teachers will relish." -- The Bookwatch, July 2008Table of ContentsPreface Acknowledgments About the Authors Introduction to the Language Experience Approach 1. The Value of LEA for English Language Learners: An Overview 2. Reading From Experience for Beginners 3. Reading From Experience for Intermediate Students 4. Reading From Experience for Advanced Students 5. Vocabulary and Word Recognition in an LEA Program 6. Writing in an LEA Program 7. Putting It All Together Appendix A: LEA and State Standards References Index

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Book SynopsisTruly a pleasure to read, with much helpful information.Deb Bible, Literacy TeacherCUSD 300, West Dundee, ILThe author models a program of success and helps the educator become better qualified in teaching the EL learner.Lucia deSombre Malo, Former InstructorUtah Valley State CollegePractical, easy-to-implement methods for helping English language learners succeed in reading! Successfully teaching reading to English language learners (ELLs) requires an in-depth understanding of the unique processes by which they learn to read as well as proven strategies that teachers can use to support reading development. This resource focuses on helping students read to learn instead of learn to read.In clear, accessible language, this resource demystifies the research and clarifies the process for teaching reading to ELLs. The author introduces the key principles of reading instruction for ELLs and offers a wealth of actTrade Review"Truly a pleasure to read, with much helpful information." -- Deb Bible, Literacy Teacher"The author models a program of success and helps the educator become better qualified in teaching the EL learner." -- Lucia deSombre Malo, Former InstructorTable of ContentsPreface Acknowledgements 1. Teaching Reading to ELLs 2. Reflecting on the Reading Process 3. Teaching Reading Fluency and Comprehension to ELLs 4. Teaching Reading Strategies to ELLs 5. Teaching Text Structure to ELLs 6. Teaching Vocabulary to ELLs 7. Planning Effective Reading Lessons for ELLs 8. Promoting Extensive Reading for ELLs 9. Authentic Reading Assessment for ELLs References

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Book SynopsisThis book is one of the best I've read on how the brain functions in second language learners and is invaluable for understanding ELLs with learning disabilities.Irma Guadarrama, ProfessorUniversity of Texas-Pan American College of Education David Sousa brings together all of the research about the brain to show the process of learning multiple languages and offers ways to implement effective teaching strategies with quality instruction.Sharon Latimer, ESL TeacherPlano ISD, TXRaise your ELL success quotient and watch student achievement soar!Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners in K12 classrooms. Award-winTrade Review"This book puts all of the research about the brain together to show what is happening during the process of learning multiple languages. It is very informative in showing how to implement effective teaching strategies with quality instruction." -- Sharon Latimer, ESL Teacher"This book is one of the best I’ve read on how the brain functions in second language learners, and is invaluable for learning about ELLs with learning disabilities." -- Irma Guadarrama, Professor"David Sousa′s books serve as manuals for the application of empirically-validated strategies, meeting the needs of hopeful teachers and parents alike in almost any instructional context: home-school, classroom, or higher education. I would be excited to use this text with my students who are unfamiliar with the issues involved in reaching ELL students in the classroom." -- Gita Upreti, Assistant Professor of Special Education * Education Review, 14, June 2011 *Table of ContentsList of Teaching Tips About the Author Acknowledgments Introduction Who are English Language Learners? About This Book What Do You Already Know? 1. Learning the First Language(s) Spoken Language Comes Naturally Structure of Language Levels of Language Comprehension Learning Two First Languages What′s Coming Key Points to Ponder 2. Learning a New Language (English) Later The Challenge of Acquiring a New Language Later Learning English Is Not Easy What’s Coming Key Points to Ponder 3. Teaching English Language Listening and Speaking Searching for the Best Model Listening Speaking What′s Coming Teaching Tips Key Points to Ponder 4. Teaching English Language Reading and Writing Reading Writing What′s Coming Teaching Tips Key Points to Ponder 5. Teaching Language Arts and Social Studies The Language Components of Learning Content in English Teaching English Language Arts to ELLs Teaching Social Studies to ELLs What’s Coming Teaching Tips Key Points to Ponder 6. Teaching Mathematics and Science Teaching Mathematics to ELLs Teaching Science to ELLs What’s Coming Teaching Tips Key Points to Ponder 7. Recognizing and Addressing Problems in Learning English Learning Problem or Learning Disability? Helping ELLs With Learning Disabilities What’s Coming Teaching Tips Key Points to Ponder 8. Putting It All Together The Diversity of English Language Learners Misconceptions About ELLs and English Language Acquisition Basic Components for ELL Instruction Gifted and Talented ELLs Conclusion Teaching Tips Key Points to Ponder Glossary References Resources Index

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Book SynopsisOffers educational leaders a comprehensive and accessible guide to best practices for supporting students from culturally and linguistically diverse backgrounds in a school environment that embraces equity.

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Book Synopsis

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Book SynopsisA practical book of ideas and support strategies for the induction, assessment, teaching and learning of students with English as an additional language (EAL). It includes ideas such as: setting up a parent conference; identifying and supporting G&T learners; cross-cultural mathematics; and, questioning techniques.

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Book SynopsisEmbrace the future by ensuring English Learners have a voice in school. English Learners (ELs) are the fastest-growing segment of the K12 population. But ELs and their familieswho are in the process of learning English and navigating an often-unfamiliar education systemmay not have a powerful enough voice to articulate their needs. Consequently, all teachers and administrators must advocate for this all-important diverse group of students who will become tomorrow's workforce. This book demystifies the techniques of advocacy for ELs, including: A shared sense of responsibility for EL successProviding tools that every educator can use to ensure that ELs are effectively served. An overview for administratorsInfluencing policy and fostering a culture that meets EL needs Advocacy for ELs' success beyond Grade 12Equipping ELs for life after gTrade Review"In many ways, the history of American Education is the history of a quest for equality. With this must-read book, Dr. Staehr Fenner empowers educators to continue this quest on behalf of students who have too often been relegated to the basement of school buildings, literally and figuratively. She lends a human face to the experience of English Learners and encourages us to think in terms of what attributes ELs bring to their learning experience and how others can benefit from their presence in the classroom. This book is a promising, uplifting, and much-needed call for action!" -- Rosa Aronson, Executive Director"This book is a major contribution to the field in that it offers concrete actions administrators, teachers and parents can take to ensure best practices in schools for ELs. Diane Staehr Fenner demonstrates her extensive school-based experience by providing a highly practical handbook filled with useful models, tools, and professional development activities, all of which are well grounded in an assets-based and shared responsibility theoretical framework. This volume will meaningfully advance program quality, assessment and instructional practices, and family engagement through well-formulated advocacy initiatives as demanded by current EL teacher education standards. A welcome addition to all who care about the education of ELs PreK-12 and beyond!" -- Nancy Cloud, Director, M.Ed. in TESL Program"This book makes a very important contribution to the field by highlighting the importance of advocacy and, through its numerous examples of advocacy in action, showing how to achieve equitable and excellent education for ELs." -- Diane August, Principal"Staehr Fenner delves into the many facets of school-centered advocacy that promote the educational advancement of English language learners. Her thorough treatment of the roles of many stakeholders—including teachers, school leaders, district administrators, and family members—in viewing linguistic and cultural diversity from a strength-based perspective is motivation to read this valuable resource." -- Margo Gottlieb, Director"Diane Staehr Fenner coaches her readers on how to develop a much needed, decisive voice of advocacy. She makes a most compelling case for educators to share the responsibility for teaching English learners within and outside the school. A must read for all teachers, administrators, teacher educators, and policy makers!" -- Andrea Honigsfeld, Professor"This book will equip educators with the research and the courage needed to make sure their EL students succeed. A true treasure trove of answers—whether the reader is a veteran educator of ELs, or someone who is new to the profession and the field, this book will improve practice, no doubt about it!" -- Giselle Lundy-Ponce, Associate Director"Just when you thought no one could hear you above the din of everyday life as an educator, Diane Staehr Fenner has written a book that demonstrates a broad understanding of the challenges we face. Advocating for English Learners is a great opportunity to engage colleagues in the reflective and collaborative discussions critical to needs assessment and proactive program development to address the needs of some of our most vulnerable citizens and newly arrived immigrant students. This book should be part of every pre-service and in-serivce program for teachers and administrators who serve English learners. The challenge is not what we can do for our students. Our challenge is to create learning environments that recognize and energize the potential of each child and each family to contribute to our communities." -- Anne Marie Foerster Luu, TESOL, International Teacher of the Year, 2013"This is a state-of-the-art, practical, comprehensive resource that will be extremely useful and valuable to practitioners as they advocate to make a positive difference in the lives of English learners and their families." -- Teddi Predaris, Director, Office of Language Acquisition and Title I"Diane Staehr Fenner’s practical tips on how to effectively advocate for ELLs will be a valuable resource for schools nationwide. Highly recommended for professional development discussions, district-level planning teams, and pre-service settings." -- Lydia Breiseth, Manager"There are a plethora of books that tell teachers and instructional leaders how to best teach ELLs, but the field is in dire need of Advocating for English Learners. Finally, a book that tells us what we need to know before we can get to the work of actual instruction. This book provides educators with a firm understanding of the social and emotional supports that we must provide in order for our ELLs to maximize their academic potential. Advocating for English Learners goes beyond the classroom--linking our students′ realities to the school. It shows us how to use our sphere of influence to provide what might be the missing ingredients for helping our ELLs to learn. This book is a must read for any teacher or administrator who is interested in improving his or her practice and changing the culture of the school to one that embraces all learners." -- Esta Montano, Director, English Language Education Special Programs"Diane Staehr Fenner brilliantly outlines English language learner advocacy issues we all need to incorporate into our daily practice as educators to deliver a just and equitable educational experience for all ELL students and their families –one of the most important books for educators and advocates in education to be written." -- Luís-Gustavo Martínez, Lecturer I of Applied Linguistics"It is common knowledge that English language learners (ELLs) are the fastest growing population in our schools. Most teachers are likely to have one or more ELLs in their classrooms, and yet there is still so much misunderstanding and confusion about what a quality equitable education represents for ELL students. Staehr Fenner’s work sheds light on what is different about ELL students. She highlights the importance of Advocacy and Collaboration in order to develop and implement a well-rounded education program for ELLs. And she does so with a refreshing perspective, using clear, real-life examples and providing guidance about how to implement those promising practices and tackle challenges along the way. Staehr Fenner’s work will no doubt dispel the myths and encourage positive changes for ELLs in our schools." -- David G. Nieto, Division Administrator"It’s evident from the first pages that Diane Staehr Fenner knows what it’s like to be in a classroom, hallway, or meeting where English language learners and their needs are being overlooked or marginalized. In this essential new book, she gives teachers the framework and the tools we need to advocate effectively and ensure our students the seat at the table they so deserve. I would recommend this book to anyone who educates ELLs, and since today that is nearly everyone in education, it could not be more timely. These beautiful, multi-talented children are the future. Thank you, Diane, for helping to make our voices stronger on their behalf." -- Barbara Page, ESL Teacher"Wow! This is the first book I have encountered which is devoted solely to the area of advocacy for English language learners (ELLs). In education, where the effects of political and judicial decisions are apparent, this is a very much needed book in guiding future educators and inservice teachers to be strong catalysts in advocating effectively for the academic success of ELLs." -- Arlene Costello, 2007 Christa McAuliffe Educator/ Teacher on Special Assignment"In this timely and utterly necessary book, Staehr Fenner explains why all educators need to advocate for English language learners, based in solid yet accessible research, and how to do so with the supporting resources and activities provided. She guides readers in understanding and implementing "scaffolded advocacy," including effective instruction for ELLs. Margins notes included throughout will allow teacher educators to easily use this as a training manual for pre-service and in-service teachers working with ELLs. Finally, the personal anecdotes, stories, and vignettes from the field leave the reader with the crucial message of the book: everyone can and should be an advocate." -- Heather A. Linville, TESOL Instructor/ELL Advocate"With Advocating for English Learners: A Guide for Educators, Diane Staehr Fenner closes a gap in teacher education publications. This much-needed book addresses immigrant realities, teacher experiences, administrator preparation, and Title III policies by using advocacy as the organizing principle. Based on solid professional foundations and with great insight and skill, Dr. Staehr Fenner provides all stakeholders with tools for a collaboration that works so that linguistically and culturally diverse student population needs can be sufficiently addressed in K-12 contexts and beyond." -- Christel Broady, Director"This book provides a much-needed resource for teachers of English language learners (ELLs). Dr. Staehr Fenner shows the importance of advocating for ELLs and preparing teachers to do this work. There is no other book that provides such an emphasis. The personal anecdotes and examples will help teachers connect with issues of advocacy in teacher education programs. This book shows that teachers and administrators can be change agents through their advocacy work for ELLs." -- Dr. Luciana C. de Oliveira, Associate ProfessorTable of ContentsPreface Acknowledgments About the Author Introduction 1. Need for Advocacy for English Learners 2. Creating a Shared Sense of Responsibility for Teaching English Learners 3. How ESL Teachers Can Collaborate to Expand Advocacy Efforts for ELs 4. Advocacy Overview for School and District Administrators 5. Increasing EL Families′ Involvement Through Building Their Advocacy Capacity 6. Advocacy Through Effective Instruction of ELs 7. Advocating for ELs in Assessment 8. Advocacy for ELs′ Success Beyond Grade 12 Index

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Book SynopsisEngage diverse learners in your classroom with culturally responsive instruction!How to Teach Students Who Don't Look like You helps educators recognize the impact that culture has on the learning process. The term diverse learners encompasses a variety of student groups, including homeless children, migrant children, English language learners, children experiencing gender identity issues, children with learning disabilities, and children with special needs.This revised second edition reflects the latest trends in education, and includes new coverage of standards-based, culturally responsive lesson planning and instruction, differentiated instruction, RTI, and the Common Core State Standards. Bonnie M. Davis helps all educators: Tailor instruction to their own unique student population Reflect on their own cultures and how this shapes their views of the world Cultivate a deeper understanding of race and racism in Trade Review"Bonnie has a wealth of experience across diverse settings, in diverse schools, and with many different ages of students, and this is clear throughout the manuscript. This text offers an enormous array of strategies that have been built over time and through many experiences. Educators who purchase her books are given a massive learning & experiential shortcut!” -- Christi Boortz, Grant Writer/Coordinator“Its no-nonsense approaches to the needs of these students coupled with examples and vignettes which support these needs, provide a strong case and purpose for meeting the needs of these students. Educators can no long ‘teach to the middle,’ to do so is an injustice, and cannot continue.” -- Deborah D. Wragge, Professional Services Coordinator“If you are an educator who wonders, ‘What else can I do to help my students of color?’ Bonnie Davis has something for you. Be prepared to reflect on the importance of your own racial experience while you are introduced to strategy after strategy for working effectively across lines of race and culture.” -- Graig Meyer, Coordinator, Blue Ribbon Mentor-Advocate Program“Dr. Bonnie Davis’ original text, How to Teach Students Who Don’t Look Like You has been a valuable resource during my instruction of diversity. I look forward to the new edition and adding it to my syllabus.” -- Betty Porter Walls, Assistant Professor“This text ′fires up′ educators by speaking from the soul to reach the heart – from the research to the engage the mind – and from the skillful hand to build the necessary expertise. Thank you for a guide to make the next step of our journey.” -- Peggy Dickerson, University Field Supervisor“I just love Bonnie’s authentic approach at challenging educators to examine themselves while working towards building culturally responsive classrooms where kids from different cultures can achieve.” -- Derrick Wallace, Administrator“This book is a must-have for the teacher who wishes to self-examine their own belief systems and garner this information to become a balanced and fair teacher from the prospective of race." -- Bev Alfeld, Academic Performance Specialist“Often in cultural discussions one race or culture is vilified, causing the reader to be offended and turned off of the book. How to Teach Students Who Don’t Look Like You tackles difficult issues without condemnation and offers solid ideas that propel educators to reflect inward in order to impact their classroom and school cultures. The author is passionate and the reader leaves the pages desiring the same passion." -- Amanda Mayeaux, Master Teacher“Bonnie Davis has updated a book that covers topics I haven’t seen addressed before. She manages to convey that we are different, culturally, from the majority of students we teach, and that we need to recognize this and use it to our advantage. Ms. Davis’s book is all about making relationships with students so that they are better able to do what they need to do in the classroom. Her firm but fair approach is refreshing and research based and proven to be successful in many classrooms around the country. This is apparent by the fact that Ms. Davis is hired by many districts as a consultant, to help individual schools succeed with many more of their students.” -- Terri Ishmael, Assistant Principal“How to Teach Students Who Don’t Look Like You provides insight and provokes action. It challenges long held notions about teaching and learning while keeping it student centered. Dr. Davis understands what it means to be an educator and through her work, validates and affirms what it is we know is possible and how to be our best." -- Scott A. Thomas, Educational Equity Coordinator"The conversation about race woven into the book is unique and definitely essential in order to effectively address the achievement gaps that are a function of race. Dr. Davis takes on a very volatile topic and is able to engage the reader without offending. Her blending of personal racial autobiographies with the courageous conversations research of Curtis Linton and Glenn Singleton is very effective. The vignettes and classroom situations help the reader understand how race plays out in our society and in our classrooms. The examples, vignettes, cases, stories, etc. will hook the readers just as they did me. Once I began reading the book, I could not put it down.” -- Maria Whittemore, Minority Achievement CoordinatorTable of ContentsForeword by Curtis Linton Preface Acknowledgments About the Author How to Read the Book Part I. Looking Inside Ourselves 1. Our Culture: The Way We View the World 2. Reflection Questions for Examining Our Inner Selves 3. Exploring Our Racial Identity Through Our Racial History 4. What Is Race? 5. A Day in the Life . . . Part II. Listening to and Learning From Others 6. What Do We Need to Know About Culturally Diverse Learners? 7. Latino/a/Hispanic Learners: A Personal Story 8. New Immigrant Learners of the Twenty-First Century 9. What the Research Says About Learning Gaps 10. How to Build Relationships With Culturally Diverse Students and Families 11. Creating a School Culture That Welcomes Students, Staff, and Families Part III. Integrating New Knowledge 12. Strategies to Teach and Engage Culturally Diverse Learners and ELs 13. Moving Students From Apathy to Passion: Learning to Love Reading and Writing 14. Standards-Based, Culturally Responsive Lessons That Engage Learners 15. Readers and Writers Workshop: A Model for Standards-Based, Culturally Responsive Instruction 16. Teachers in Today′s Classrooms Share Their Lessons Part IV. A Call to Action 17. A Call to Action: Sponsoring Academic Student Support Groups 18. A Call to Action: Taking Care of Yourself References and Resources Index

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Book SynopsisA bold, brain-based teaching approach to culturally responsive instruction The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one's culture programs the brain to process data and affects learning relationships Ten key moves to build students' learner operating systems and preTrade Review"An essential, compelling and practical examination of the relationship between culture and cognition that will forever transform how we think about our role facilitating the learning of other people’s children – and our own children! Zaretta Hammond forcefully traverses the socio-political landscape of race and learning, smashing our misconceptions and bias about the educability of black, brown and low-income students; setting us free to take a more thoughtful, deliberate approach to creating classroom practices and environments that result in true learning partnerships with our students. The framework Hammond offers skillfully weaves together cultural knowledge (students’ cultural identities and how they see and make meaning of the world) with neuroscience (what we now know about how the brain processes and retains information) – the real artistry of culturally responsive pedagogy. This book demonstrates high regard for the complexity of teaching and delivers an even higher regard for the promise and academic potential of the students we’ve made most vulnerable in our school systems if we, as educators, choose to act on what we know. This book should be required reading for every teacher education program in the country!" -- LaShawn Routé Chatmon, Executive Director"All students can and will learn at high levels when provided the type of instruction described in this book. This work calls us to action by mandating that we move beyond looking for student outcomes that rely heavily on the regurgitation of memorized facts to applying the information learned to new situations. Each child’s life outcomes are dependent on their ability to think critically. Dr. Hammond does just that in this book. She uses her mind well, writes effectively and provides analysis on the connection between brain-based science and culturally responsive instruction. This is a must read for those wishing to have a mindset shift and aptly implement rigorous instructional practices to support all students." -- Kendra Ferguson, Chief of Schools"Drawing on the research form neuroscience Zaretta Hammond explains what we should have known all along – all children are capable of higher order thinking and capable of producing intellectually advanced work if provided the opportunity to learn by caring and capable adults. Hammond dose more than explain the research. Drawing on years of experience in schools as an educator and trainer, she shows how this can be done even in schools that have grown accustomed to failure. At a time when the nation is searching to find ways to close the racial achievement gap, this book will be an invaluable resource. " -- Pedro Noguera, Professor, NYUTable of ContentsForeward by Yvette Jackson Acknowledgements About the Author Introduction Part I: Building Awareness and Understanding 1. Climbing Out of the Gap 2. What′s Culture Go to Do with It? 3. This is Your Brain on Culture 4. Preparing to Be a Culturally Responsive Practitioner Part II: Building Learning Partnerships 5. Building the Foundation of Learning Partnership 6. Establishing Alliance in the Learning Partnership 7. Shifting Academic Mindset in the Learning Partnership Part III: Building Intellective Capacity 8. Information Processing to Build Intellective Capacity 9. Creating a Culturally Responsive Community for Learning 10. Epilogue References

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