The Language Rich Classroom

The Language Rich Classroom Author P‚rsida Himmele
ISBN-10 9781416611936
Release 2009-07-06
Pages 198
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Today's multilingual classrooms challenge even the best teachers' skills. As teachers strive to help all students reach their full potential, the needs of English language learners (ELLs) can seem overwhelming. In The Language-Rich Classroom, educators and consultants P‚rsida and William Himmele present a five-part, research-based framework--CHATS--that teachers can use to help ELLs, as well as other students, attain greater language skills and deeper content comprehension. This field-tested framework includes diagnostic tools, comprehensive overviews on second-language acquisition, and teaching techniques to boost language learning in any classroom.ÿ The CHATS framework provides teachers with C = content reading strategies, H = higher-order thinking skills, A = assessment tools, T = total participation techniques, and S = scaffolding strategies The book also contains helpful planning worksheets, assessment logs, and scaffolding tools. Teachers will also find more than 25 classroom and team-building activities and specific tips about how these activities benefit ELLs. The Language-Rich Classroom is an invaluable resource that will help teachers foster greater gains in students' language development, increase their comprehension across all subject areas, and build classrooms that are engaging and welcoming to students of all cultures.



Creating a Language Rich Math Class

Creating a Language Rich Math Class Author Sandra L. Atkins
ISBN-10 9781317425083
Release 2015-09-16
Pages 135
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What meanings do your students have for key mathematics concepts? What meanings do you wish them to have? Creating a Language-Rich Math Class offers practical approaches for developing conceptual understandings by connecting concrete, pictorial, verbal, and symbolic representations. The focus is on making mathematics memorable instead of on memorizing. You’ll learn strategies for introducing students to math language that gives meaning to the terms and symbols they use everyday; for building flexibility and precision in students’ use of math language; and for structuring activities to make them more language-rich. Book Features: Detailed directions for sample games and activities for immediate classroom use; Investigations to Try and Questions for Reflection to assist in implementing these ideas into your practice; Graphic organizer for helping students first understand, solve, and defend their solutions to word problems; Blackline masters of game cards and puzzles (also available at http://www.routledge.com/books/details/9781138916296/)



Connecting Content and Language for English Language Learners

Connecting Content and Language for English Language Learners Author Eugenia Mora-Flores
ISBN-10 9781425808006
Release 2011-04-01
Pages 168
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Bridge the gap between content and language and put research into practice to instruct English language learners with strategies that meet their needs in language development and literacy. This must-have book reviews the author's experiences as a teacher in a diverse instructional setting and discusses the challenges and successes teachers experience in the ELL classroom. This resource supports the Common Core and other state standards.



Youtube in the Language Classroom

Youtube in the Language Classroom Author Sebastian Altenhoff
ISBN-10 9783640830824
Release 2011-02
Pages 64
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Seminar paper from the year 2009 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,0, University of Duisburg-Essen (Anglophone Studien), language: English, abstract: According to Ellis, learning a language means making use of the language (in Ruschoff/Wolff: 1999, 54). This not only implies the claim of free, spontaneous communication but also of dealing with and of experiencing the target language as such. The claim of experiencing the target language in the language classroom, leads to a growing interest in the quality of the materials used. According to Wolff (1998), any kind of learning - no matter whether verbal or non-verbal - has to be embedded in a rich learning environment that has not been reduced concerning its complexity. Authenticity is thus one of the main criteria in order to evaluate the quality of materials. This criterion applies to all materials - such as literature - that have not been changed for the purpose of teaching and learning, of course. In this thesis, however, using authentic video in the language classroom will be considered and analysed according to its didactic benefits. Integrating video in the language classroom does not necessarily mean having to watch and to analyse a whole film of ninety minutes. Thanks to Web 2.0 applications such as YouTube, the accessibility of short video clips, advertisements or film excerpts has become very simple. Because of the growing popularity of this webpage and of integrating Web 2.0 applications in the learning environments in general, my entire analysis will relate to videos taken from YouTube. This thesis aims to provide both a theoretical (part I) and a practical investigation (part II) of the topic: in order to create a framework for analysis, I will first of all give a short overview of the didactic benefits of integrating authentic video in the language classroom in general. This survey is followed by a short description of the basic ideas of YouTube - such as free



Using Authentic Video in the Language Classroom

Using Authentic Video in the Language Classroom Author Jane Sherman
ISBN-10 9780521799614
Release 2003-04-14
Pages 277
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Language teaching material using authentic film and television is motivating and fun. However, teachers are often unsure of how to use this material in their language classroom.Using Authentic Video in the Language Classroom guides and supports teachers with practical suggestions for activities which can be used with films, drama, soap operas, comedy, sports programmes, documentaries and adverts.Video is a rich renewable resource which can be used in the classroom to refresh conventional textbook material. These activities can be used time and time again with new material to stimulate students and bring the language alive. Many of the activities would also lend themselves for use with other technologies such DVDs and Webcasts.It enables teachers to access the powerful teaching tool of video with successful activities for the language classroom.



Building Communities and Making Connections

Building Communities and Making Connections Author Susana Rivera-Mills
ISBN-10 9781443820226
Release 2010-02-19
Pages 260
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Building Communities and Making Connections explores areas of academic and community engagement, through various studies that include community service learning, and the development and implementation of university programs that contain a community dimension. Academic endeavors have long been seen as separate from the realities of local and regional communities. This book closes the gap by looking at ways in which both academia and the communities its serves can collaborate to create authentic and applied learning environments.



Classroom Discourse

Classroom Discourse Author Courtney B. Cazden
ISBN-10 0325003785
Release 2001
Pages 208
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When Courtney Cazden wrote Classroom Discourse, she provided such a cogent picture of what the research tells us about classroom language that the book quickly became a classic and shaped an entire field of study. Although other books since have addressed classroom language, none has matched Cazden's scope and vision. Now, thirteen years later, we've witnessed such significant changes in social and intellectual life that the subject of classroom discourse is more important than ever. So Cazden has revisited her classic text and integrated current perspectives and research. New features include: a new rationale for the importance of student-teacher talk: the importance of oral as well as written communication skills in today's occupations and current conceptions of knowledge and the way it is acquired rich new examples of talk in K-12 classrooms - math as well as language arts - with transcriptions and analyses new findings from teacher researchers as well as university researchers new emphasis on achieving greater equity in what students learn new material on the kind of interactions computers offer new section on learning new forms of discourse as a significant educational goal for all students. Readers will emerge from the book with a better understanding of the significance of quality teacher-student talk and some of the most important research and researchers.



An Introduction to Teaching the Language Arts

An Introduction to Teaching the Language Arts Author Elinor Parry Ross
ISBN-10 UVA:X001704818
Release 1990-01-01
Pages 461
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An Introduction to Teaching the Language Arts has been writing in one form or another for most of life. You can find so many inspiration from An Introduction to Teaching the Language Arts also informative, and entertaining. Click DOWNLOAD or Read Online button to get full An Introduction to Teaching the Language Arts book for free.



Promoting Early Reading

Promoting Early Reading Author Michael C. McKenna
ISBN-10 9781606236871
Release 2010-04-22
Pages 256
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Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language and phonemic awareness, conducting read-alouds, setting up effective classroom environments, meeting the needs of English language learners, providing effective preschool coaching, using assessment to plan instruction, and helping students transition to kindergarten. Contributors also share lessons learned about evaluating and sustaining high-quality programs.



National evaluation of Early Reading First final report

National evaluation of Early Reading First final report Author Russell H. Jackson
ISBN-10 1422325504
Release
Pages
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National evaluation of Early Reading First final report has been writing in one form or another for most of life. You can find so many inspiration from National evaluation of Early Reading First final report also informative, and entertaining. Click DOWNLOAD or Read Online button to get full National evaluation of Early Reading First final report book for free.



Second Language Acquisition Processes in the Classroom

Second Language Acquisition Processes in the Classroom Author Amy Snyder Ohta
ISBN-10 9781135649838
Release 2001-01-01
Pages 320
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This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.



Using Corpora in the Language Classroom

Using Corpora in the Language Classroom Author Randi Reppen
ISBN-10 9780521769877
Release 2010-03-22
Pages 104
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Explains and illustrates how teachers can use corpora to create classroom materials and activities to address specific class needs. Using Corpora in the Language Classroom shows teachers how to use corpora and corpus tools to expand student learning. Together with its companion website, this teacher-friendly book demystifies corpus linguistics with clear explanations, instructions and examples. It provides the essential knowledge, tools, and skills teachers need to enable students to discover how language is really used. Clear and concise, this volume provides: -An overview of corpus linguistics -Clear explanations of terminology -Tasks and activities that invite readers to interact with the material -Principled instructions for creating classroom materials and activities, including how to create corpora to address specific class needs.



Organizing and Managing the Language Arts Block

Organizing and Managing the Language Arts Block Author Lesley Mandel Morrow
ISBN-10 1572307943
Release 2003-01
Pages 348
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This book offers essential guidance to preservice and inservice teachers seeking to create, revise, or add new strategies to the teaching of the language arts block. The focus is on how to implement effective strategies in the context of a well-planned classroom and a smoothly choreographed daily schedule. In a series of vivid case studies, Lesley Mandel Morrow brings to life the methods used by exemplary teachers to create rich, student-friendly learning environments for children in grades K-4. No component of organizing the language arts block is omitted, including setting up and running classroom learning centers, assessing different instructional needs, conducting whole-class and small group meetings, and linking language arts to content area instruction. Enhancing the practical utility of the book are sample daily schedules and classroom management tips for each grade level, along with dozens of reproducible learning activities, lesson plans, and assessment and record-keeping tools.



Literature in the Language Classroom

Literature in the Language Classroom Author Joanne Collie
ISBN-10 0521312248
Release 1987-12-17
Pages 266
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This book offers a range of practical and imaginative approaches and techniques for integrating literature and language teaching. Part A addresses the idea of teaching literature and questions about what to teach and how to teach it. Part B outlines a variety of student-centered activities for use with literary works, and Part C demonstrates different techniques for working with complete texts. All activities have been used successfully and are presented with the conviction that literature has a valid place in general language learning. --From publisher's description.



Early Childhood Curriculum for All Learners

Early Childhood Curriculum for All Learners Author Ann M. Selmi
ISBN-10 9781483322551
Release 2014-08-12
Pages 504
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Early Childhood Curriculum for All Learners: Integrating Play and Literacy Activities is designed to teach early childhood professionals about the latest research on play and early literacy and then to show them practical methods for adapting this research to everyday classroom practices that will encourage the development of learning skills. The authors link solid, play-based research to specific developmentally appropriate practices. By combining these two areas, the text demonstrates that academic learning and play activities are highly compatible, and that children can and do develop academic skills through play. In addition, the text focuses on socio-dramatic play, a recently acknowledged, essential aspect of child-initiated play interactions. It provides specific strategies that link these interactive behaviors with the early academic skills needed for the initial primary grades. Implementation of the information presented in this book will enable children to experience a richer transition into primary education classrooms.



Literacy Instruction in Multilingual Classrooms

Literacy Instruction in Multilingual Classrooms Author Lori Helman
ISBN-10 9780807753361
Release 2012
Pages 127
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This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English proficiency. Instructional chapters will help teachers create a language-rich classroom environment, scaffold reading and writing tasks to match students' needs, and use students' language backgrounds as a bridge to literacy learning in English. As with all titles in The Practitioner's Bookshelf Series, this resource includes many user-friendly features such as bulleted summaries and checklists as well as photographs of linguistically diverse classrooms modeling the types of instructional interactions described in the book.



The Language of Law School

The Language of Law School Author Elizabeth Mertz
ISBN-10 0195346092
Release 2007-02-03
Pages 336
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In this linguistic study of law school education, Mertz shows how law professors employ the Socratic method between teacher and student, forcing the student to shift away from moral and emotional terms in thinking about conflict, toward frameworks of legal authority instead.