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Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms

Author(s): Eileen Ariza, Noorchaya Yahya, Carmen Morales-Jones, Hanizah Zainuddin

Edition: 4

Copyright: 2015

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Fundamentals of Teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms helps teachers effectively educate ELL students in their classrooms. This book provides English learners with the methodology to improve English and academic content proficiency as well as provide a vehicle for understanding ELLs’ cultural background. This text helps teachers to provide more effective instruction by offering cultural insight and comprehension of the student's language acquisition process.

 

Pedagogy Features:

  • Key Issues – each chapter opens with a list of important key issues that are fully discussed throughout the chapter. 
  • Classroom Vignettes – these anecdotal examples illustrate authentic situations of language teachers and learners, which help teachers to understand the complex process of language learning. 
  • Points to Remember – summarize and highlight the main ideas of the chapter; these conclude each chapter. 
  • Applications and Activities – provide pre-service teachers specific ideas to incorporate in designing their own lessons. 
  • Internet Resources NEW! – A listing of Internet websites and videos used to support the information presented in the chapter. 
  • Ancillary Materials NEW! – PowerPoint slides, test banks of multiple choice, true/false, essay and short answer questions as well as interactive electronic resources accompany each chapter.

New to the 4th edition:

  • A new chapter: New Standards and Teachers of Today, a chapter devoted to understanding and implementing the Common Core State Standards while instructing ELLs and mainstream students in the same classroom. A new appendix:  Tying is All Together: Tools for the Teacher, an appendix with sample material including templates, organizational ideas, and differentiation charts. 
  • Information concerning the Common Core State Standards, climate change in science, math proficiency, and technological literacy. 
  • Updated citations and charts as well as information on proficiency standards for classroom instruction and assessment. 
  • Updated technology chapter includes the use of recent classroom technology and ways for teachers to align with the phenomenon of social networking for use as instructional tools. 
  • And much more! 

 

Foreword

Preface

Acknowledgments

About the Authors

About the Contributors

Part One: Multicultural Issues in Teaching English as a New

or Second Language

1. Multicultural Education, Susanne I. Lapp

2. Culture in the Classroom, Eileen N. Whelan Ariza

3. Language Determines Culture, Eileen N. Whelan Ariza

4. Examining American Values, Eileen N. Whelan Ariza

5. Culture Shock: Reaction to an Unfamiliar Environment,

Eileen N. Whelan Ariza

6. Differences in Verbal Communication, Eileen N. Whelan Ariza

7. Nonverbal Communication, Eileen N. Whelan Ariza

8. Teaching and Learning Styles: A Reflection of Cultural Backgrounds,

Eileen N. Whelan Ariza

9. Cultural Implications for Refugees, Immigrants, and English Learners in the

United States, Eileen N. Whelan Ariza

10. A Rainbow of Children: A Sampler of Cultural Characteristics, Eileen N.

Whelan Ariza

11. Interesting Insights and Cultural Facts, Eileen N. Whelan Ariza

Part Two: Principles and Practices in Language Teaching

12. Teaching for Communication, Carmen A. Morales-Jones

13. Methods/Approaches of Teaching ESOL: A Historical Overview,

Caitlin McHugh and Eileen Whelan Ariza

14. Principles of Communicative Language Teaching, Hanizah Zainuddin and

Caitlin McHugh

Part Three: Organizing and Planning for New or Second Language

Instruction

15. Integrating Language and Content, Carmen A. Morales-Jones and

Caitlin McHugh

16. Curriculum Design and Day-to-Day English Language Instruction,

Carmen A. Morales-Jones and Eileen Whelan Ariza

Part Four: Development and Instruction of Language Skills for English

Language Learners (ELLs)

17. English Language Listening Development and Instruction,

Noorchaya Yahya

18. English Language Oral Development and Instruction, Noorchaya Yahya

19. English Language Vocabulary Development and Instruction,

Noorchaya Yahya

20. English Language Learners’ Reading Development and Instruction,

Maria Coady and Eileen Whelan Ariza

21. English Language Learners’ Writing Development and Instruction,

Hanizah Zainuddin and Maria Coady

22. Teaching Grammar to English Learners in the Mainstream Classroom,

Linda Gerena

Part Five: Teaching ESO L through the Content Areas

23. New Standards and Teachers of Today, Eileen Whelan Ariza

and Katee Anderson

24. Effective Strategies for Teaching Mathematics to English Language Learners

(ELLs), Joe Furner

25. Teaching and Learning through the Arts: Strategies for English Language

Learners (ELLs), Susannah Brown

26. Teaching Science to English Language Learners, Joan Lindgren and

Julie Lambert

27. Social Studies from a Global Perspective: Effective Pedagogy for English

Language Learners, Toni Fuss Kirkwood-Tucker and E. Andy Brewer

28. Special Education and the Linguistically Diverse Student, Cynthia Wilson and

Margarita Bianco

29. Using Technology with English Learners, Susanne I. Lapp, Sherrie Sacharow,

and Renee Zelden

Appendix A. Tying it All Together: Tools for the Teacher, Agostina Mittone

Appendix B. ESOL Instructional Strategies Matrix

Appendix C. Lesson Plan: The Water Cycle

Appendix D. Student Data Tracking and Graphing

Appendix E. Charlie and the Chocolate Factory

References

Index

Eileen Ariza

Eileen N. Whelan Ariza received her Ed.D. in Multilingual/Multicultural Education from the University of Massachusetts, Amherst, and her MAT in TESOL, Spanish as a Second Language, and her Bilingual/Multicultural Endorsement from the School of International Training in Brattleboro, Vermont. A Teaching Fellow for many years at Harvard University's English Language Institute, she is a professor in Florida Atlantic University's teacher education program, and is ESOL Coordinator for the College of Education, where she prepares both prospective and current teachers in the undergraduate and graduate programs.  A three time Fulbright Scholar to Mexico, Costa Rica, and Malta, Ariza  has taught English as a foreign/second language methodology in several countries to teachers, and ESOL to students ranging from preschoolers to the elderly.  Her primary research interests are in ESOL, both in the United States and overseas, cross-cultural communication, and preparation of mainstream teachers with English learners in their classroom.  Ariza has authored and co-authored several popular textbooks (e.g., Not for ESOL teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student. (3nd Ed). Boston, MA: Pearson; Why TESOL? Theories and issues in teaching English as a second language for K-12 teachers. (4th Ed.). Dubuque, IA: Kendall/Hunt Publishing, and over 85 peer reviewed publications.

FAU News Release

Noorchaya Yahya

Noorchaya Yahya received her Ph.D. in rhetoric and linguistics from Indiana University of Pennsylvania.  She has taught ESL for more than ten years at institutions of higher learning both inside and outside of the United States.  She is currently involved in the training of pre-service teachers for ESOL endorsement and in-service teachers for ESOL certification in Florida.  Her research interests lie in the areas of second language writing, teacher education, and second language acquisition.

Carmen Morales-Jones

Carmen A. Morales-Jones received her Ph.D. in Curriculum and Integrative Studies from Florida State University, Tallahassee, in 1975.  her career encompasses the teaching of ESL and French at the Laboratory School of the University of Puerto Rico, as well as teacher training at Florida Atlantic University in the area of language acquisition (language arts for elementary education majors, foreign languages for foreign language majors, and English as a new language for elementary pre-service teachers and in-service teachers).  Currently, she is on retirement after having served as a professor of education at Florida Atlantic University for thirty years.  She teaches and supervises student teachers and interns in the spring semesters.  Her research interests are in the areas of teacher training, English language acquisition, and foreign language teaching.

Hanizah Zainuddin

Hanizah Zainuddin received her Ph.D. from Indiana University, Bloomington, Indiana in 1995 and is currently an associate professor of TESOL in Florida Atlantic University, Boca Raton.  Her areas of interest include second language writing, contrastive rhetoric, teacher education, family literacy, the potentials offered by learner stories, in bridging intergenerational relationships between immigrant adults and their "Americanized" children, and the sociocultural adaptations of indigenous and immigrant populations in the United States.  She also has extensive experience teaching English as a second language to adults and adolescents inside and outside of the United States.  She is currently involved in a project to develop a curriculum that reflects the issues and needs for English language use of Mayan adults from Guatemala who are currently residing in the United States.

Related ISBN's: 9781465285294, 9781465242495

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