Succeeding with English Language Learners
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Succeeding with English Language Learners

A Guide for Beginning Teachers


© 2006 | 176 pages | Corwin

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The 'exploratory breaks' throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

  • Using different models for lesson planning
  • Monitoring classroom behavior and interactions
  • Using prepared skill-building activities or developing new ones
  • Assessing students for placement in ESL or general education classes
  • Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Preface
Acknowledgments
About the Author
Ch 1: Teaching in the First Year
Exploratory Break 1.1: Teaching in the First Year  
Exploratory Break 1.2: First Year Phases of Development  
Exploratory Break 1.3: Stages of Development  
Exploratory Break 1.4: Stacy's First Years of Development  
Exploratory Break 1.5: Stacy's First Years of Support  
Exploratory Break 1.6: Mentors  
Exploratory Break 1.7: Teaching Load  
Exploratory Break 1.8: Nature of Classes during the First Years  
Exploratory Break 1.9: Helping Yourself  
Chapter Reflection  
Ch 2: Planning English Language Lessons
Exploratory Break 2.1: Why Plan Lessons?  
Exploratory Break 2.2: Benefits of Planning Lessons  
Exploratory Break 2.3: Lesson Plan Details  
Exploratory Break 2.4: Writing Lesson Objectives  
Exploratory Break 2.5: Lesson Design  
Exploratory Break 2.6: Questions to Consider Before Lessons  
Exploratory Break 2.7: Components of a Language Lesson  
Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson  
Exploratory Break 2.9: Questions for Students to Consider After the Lesson  
Chapter Reflection  
Ch 3: Classroom Management
Exploratory Break 3.1: Teacher: Manager or Conductor  
Exploratory Break 3.2: Organizing the Class  
Exploratory Break 3.3: Conducting Group Work  
Exploratory Break 3.4: Dealing with the Disengaged ESL Student  
Exploratory Break 3.5: Facilitating Classroom Communication  
Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom  
Exploratory Break 3.7: Facilitating Diversity  
Exploratory Break 3.8: Facilitating Different Learning Styles  
Exploratory Break 3.9: Looking Ahead  
Chapter Reflection  
Ch 4: Teaching Grammar
Exploratory Break 4.1: Teaching and Grammar  
Exploratory Break 4.2: Grammar  
Exploratory Break 4.3: Teaching Grammar  
Exploratory Break 4.4: Inductive and Deductive Grammar Teaching  
Exploratory Break 4.5: Why Is English So Hard?  
Exploratory Break 4.6: Grammar Activity Using the CRISP Method  
Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method  
Chapter Reflection  
Ch 5: Teaching Writing
Exploratory Break 5.1: Writing  
Exploratory Break 5.2: Purpose and Audience  
Exploratory Break 5.3: Writing as Product  
Exploratory Break 5.4: Writing as Process  
Exploratory Break 5.5: Teaching Writing  
Exploratory Break 5.6: Assumptions About Writing  
Exploratory Break 5.7: Peer Evaluation  
Exploratory Break 5.8: Peer Editing  
Exploratory Break 5.9: Feedback  
Exploratory Break 5.10: The Place of Grammar  
Chapter Reflection  
Ch 6: Teaching Speaking
Exploratory Break 6.1: Speaking a Second/Foreign Language  
Exploratory Break 6.2: Rules of Face-to-Face Interaction  
Exploratory Break 6.3: Turn-taking  
Exploratory Break 6.4: Teaching Turn-taking  
Exploratory Break 6.5: Establishing Topics  
Exploratory Break 6.6: Topics  
Exploratory Break 6.7: Conversation Breakdowns  
Exploratory Break 6.8: Repair  
Exploratory Break 6.9: Teaching Dimensions of Speaking  
Exploratory Break 6.10: Accuracy versus Fluency  
Exploratory Break 6.11: Guidelines for Planning Speaking Lessons  
Exploratory Break 6.12: Project Focus  
Exploratory Break 6.13: Project Information  
Exploratory Break 6.14: Class Project  
Chapter Reflection  
Ch 7: Teaching Reading
Exploratory Break 7.1: Reading Habits  
Exploratory Break 7.2: Reading Definition  
Exploratory Break 7.3: Models of Reading  
Exploratory Break 7.4: Reading Strategy Profile  
Exploratory Break 7.5: Reading Strategies  
Exploratory Break 7.6: Prior Knowledge  
Exploratory Break 7.7: Word Association  
Exploratory Break 7.8: Direct Experience  
Exploratory Break 7.9: Cinquain  
Exploratory Break 7.10: Prediction  
Exploratory Break 7.11: Skimming  
Exploratory Break 7.12: Scanning  
Exploratory Break 7.13: Teaching New Vocabulary  
Exploratory Break 7.14: Text Structures  
Chapter Reflection  
Ch 8: Teaching Listening
Exploratory Break 8.1: Listening  
Exploratory Break 8.2: Bottom-up Processing  
Exploratory Break 8.3: Top-Down Processing  
Exploratory Break 8.4: Interactional Purposes  
Exploratory Break 8.5: Transactional Purposes  
Exploratory Break 8.6: Back-channelling Signals  
Exploratory Break 8.7: Local, Global, and Transitional Repairs  
Exploratory Break 8.8: Comprehension Checks  
Exploratory Break 8.9: Soap Activities  
Chapter Reflection  
Ch 9: Language Assessment
Exploratory Break 9.1: Language Assessment  
Exploratory Break 9.2: Reliability and Validity  
Exploratory Break 9.3: Alternative Assessment  
Exploratory Break 9.4: Criterion and Norm Reference Assessment  
Exploratory Break 9.5: Selected-response Assessment  
Exploratory Break 9.6: Multiple-choice Tests  
Exploratory Break 9.7: True-false Tests  
Exploratory Break 9.8: Matching Tests  
Exploratory Break 9.9: Short-answer Tests  
Exploratory Break 9.10: Essay Tests  
Exploratory Break 9.11: Fill-in Tests  
Exploratory Break 9.12: Oral Tests  
Exploratory Break 9.13: Portfolios  
Exploratory Break 9.14: Self/Peer Assessment  
Exploratory Break 9.15: Constructing Language Tests  
Exploratory Break 9.16: Create Your Own Language Test  
Chapter Reflection  
Ch 10: Professional Development
Exploratory Break 10.1: Professional Development Needs Assessment  
Exploratory Break 10.2: Opportunities for Reflection and Development  
Exploratory Break 10.3: Action Research  
Exploratory Break 10.4: Critical Incidents  
Exploratory Break 10.5: Teaching Journal  
Exploratory Break 10.6: Classroom Observations  
Exploratory Break 10.7: Teacher Group Discussion  
Chapter Reflection  
References
Index

Sample Materials & Chapters

Preface

Chapter 1


"The practicality of this book is profound. The 'Exploratory Breaks' throughout each chapter provide the reader an opportunity to apply his/her learning in a focused fashion. The author does a superb job of drawing the reader into the need for the information and how to apply it in practical settings."

Theresa Rouse
Superintendent/Principal, San Lucas Union School District, San Lucas, California

"The tone of the text is easy going and relaxed, a welcome break from over-flowery 'academic' language for students ready to enter the 'real world' of the classroom. By using the 'exploratory breaks,' new teachers should find it simple to further the given lesson plans and work them into useful plans for their own classrooms."

Elise Geither
Instructor, Baldwin-Wallace College, Berea, Ohio

"Very relevant to the real-life teaching situations that first year teachers often encounter. Citations for teacher resources are included as the reader moves along; I found them excellent for immediate references for teachers who want to read more on the topics. The 'Exploratory Breaks' are also easy to find and are helpful and formatted to be teacher-friendly."

Joanne Ho
English Department Chair, Clark High School, Las Vegas, NV

"Offers much background information and many teaching suggestions for those who are just beginning to understand how to help ELLs. Farrell invites interaction by providing numerous 'exploratory breaks' within the book to help readers further internalize what they have just read by talking or writing about it."

The Reading Teacher, March 2007

"A valuable starting point for new teachers to get acquainted with fundamental facets of English language teaching."

The Asian EFL Journal, June 2008, Vol. 10(2)
Key features

·         Designed for the new teacher working with English as a second language (ESL) and English as a foreign language (EFL) learners

·         Offers a carefully phased-in approach to ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment

·         Frequent Exploratory Breaks provide topics for reflection and for discussion with mentors, supervisors, and support providers

·         Appropriate for pre-service teachers, beginning teachers, and experienced teachers who are new to working with English language learners.


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