Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2nd Edition) (Allyn & Bacon Resources for Teaching English Learners)

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9780137056699: Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2nd Edition) (Allyn & Bacon Resources for Teaching English Learners)
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In-service teachers, district or building administrators, school specialists, pre-service teachers, and paraprofessionals alike will find this an indispensable guide to rediscovering the value, potential, richness, and adventure of diversity–while developing the capacity to professionally address the differential learning and transition needs of culturally and linguistically diverse (CLD) students. Contemporary, comprehensive, theory and research based, and aligned with TESOL, 2003 standards, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students presents a giant step forward in enhancing the professional development and preparation that educators need for today’s diverse and changing classrooms.

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Contemporary, comprehensive, theory and research based, and aligned with TESOL 2003 standards, this guide provides educators with the tools, ideas, strategies, and techniques they need to professionally and effectively address the differential learning and transition needs of the increasing culturally and linguistically diverse (CLD) students in today’s classrooms.

 

In-service teachers, district or building administrators, school specialists, pre-service teachers, and paraprofessionals alike will find this an indispensable guide to rediscovering the value, potential, richness, and adventure of diversity and addressing CLD students while ensuring effective learning.

 

The authors stress methods while also differentiating instruction and professional practice; discuss the changes occurring in today’s classrooms; examine the work of practitioners and researchers; provide assessment for the capacities that emerge; present tools for success in the classroom with CLD students; point out benchmarks to show where and when various tolls should be used; and include a variety of special features that make the content of the book clear and explicit: chapter outlines; chapter missions; key theories and concepts; figures, tables, and concepts; connect, engage, and challenge activities, assessment tips and strategies, and much more.

About the Author:

Dr. Socorro Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K-12 teaching experience includes an emphasis on literacy development and her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has published three books with Allyn and Bacon: Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005), Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007), and most recently, Teaching Reading to English Language Learners: Differentiated Literacies (2010). She has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

 

Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for CLD students whose first language is not English and for transnational students. Dr. Murry's recent research has emphasized differentiated assessment strategies for CLD students, the professional development of highly qualified teachers for ELL students, the linguistic and cross-cultural dynamics of ESL instruction, and school restructuring for linguistic diversity.  His recent publications have appeared in the Journal of Teaching and Learning, Reading and Writing Quarterly, AACTE Briefs, the Journal of Latinos and Education, as well as, Teacher Education and Practice. 

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