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Sure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: “In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?,” students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text.
NEW! MyEducationKit to accompany the text enables you to explore chapter content in more depth through authentic classroom video and artifacts. To receive access to MyEducationKit with this book, you must purchase the ISBN 0137073909.
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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.
What's new in the second edition?
What are your colleagues satying about Mastering ESL and Bilingual Methods ?
“It is a wonderful resource, and I would definitely use many of the charts, practices and assessment tips and strategies with my students.”
Kathy C. Lee, The University of West Florida
“[This text] is easily read and understood — students and teachers alike will benefit from engaging with this text.”
Debbie East, Indiana UniversityAbout 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. 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). Dr. Herrera 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 is the 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 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. Dr. Murry’s 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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Book Description Pearson, 2010. Paperback. Condition: New. Never used!. Seller Inventory # P110137073909
Book Description Pearson, 2010. Condition: New. book. Seller Inventory # M0137073909