RETURN TO SEARCH RESULTS

Not for ESOL Teachers

Author(s): Eileen Ariza

Edition: 3

Copyright: 2018

Pages: 394

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Not for ESOL Teachers: What every classroom teacher needs to know about the linguistically, culturally, and ethnically diverse student provides the basics and background information needed to teach English learners in the classroom. This publication continues to be a labor of love for the student who is learning through a foreign language. It has tremendous affection, respect, and compassion for the mainstream teacher who is not a trained teacher of English to speakers of other languages (TESOL).

New to the 3rd edition:

  • A more uniform chapter format – updated references, key points, final points, more voices from stakeholders, and online resources for further learning are available in each.
  • Several new chapters:
    • Teaching Science to English Learners
    • Teaching Social Studies to English Learners
    • Teaching English Learners Literacy through the Arts
    • Vocabulary Development
    • Working with Parents of ESOL Students
  • Significant revisions to all chapters to include the most critical information on changes that have occurred in the field.

Preface

Part  1  - Classrooms of Today

Chapter 1 – Who are our Students

Chapter 2 – Culture Diversity in the Mainstream Classroom - Who Am I

Chapter 3 – Cross Cultural Understandings in Academic Settings

Chapter 4 – Diverse Learning Styles

Part 2 -  The Perplexity and Complexity of Learning Another Language

Chapter 5 – What Teachers Need to Know About First and Second Language Acquisition

Chapter 6 – The School Experience for the New English Learner

Part 3 – Learning English Through Integration of Academic Content

Chapter 7 – Why Integrate Language and Content

Chapter 8 – Differentiated Instruction for English Learners

Chapter 9 – Literacy, Technology, and the English Language Learner

Chapter 10 – Teaching Math to English Learners - Myths and Methods

Chapter 11 – Teaching Science to English Learners

Chapter 12 – Teaching Social Studies to English Learners

Chapter 13 – Teaching English Learns Literacy through the Arts

Chapter 14 – Vocabulary Development in a Literacy Curriculum (From elementary to older Els): An Action Plan

Part 4 - Assessment and the English Learner

Chapter 15 – Traditional Assessment: Why it is Inappropriate

Part 5 – English Language Learners and the Wider Community

Chapter 16 – Working with Parents of ESOL Students

Chapter 17 – Beyond the Classroom Walls – Suggestions for Noninstructional Staff

Part 6 – Sampler of Cultural Groups – The Teacher as Cultural Observer

Chapter 18 – Hispanics, Latino/as and Spanish Speakers

Chapter 19 – Jamaicans in the American School System: A New Understanding of Language and Culture

Chapter 20 – Muslims, Followers of Islam, and Speakers of Arabic

Chapter 21 – Chinese, Japanese, South Korean, and Indian

Chapter 22 – Haitians

Chapter 23 – Native Americans

Appendix A – ESOL Methods and Strategies

Appendix B – Language Level Classifications and Descriptions

Appendix C – Sample of Modified Lesson Plan – Science

Appendix D – Class Assignment – Textbook Analysis Form

Appendix E – Project Rubric for Modification of Textbook

Appendix F – SIOP Lesson Plan Guide

Appendix G: Resources: Journals and Websites

Glossary

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

Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student is a treasure trove of information and resources for ESL/ESOL teachers, classroom teachers in elementary and secondary education, as well as for, pre-service, teachers in training at colleges and universities. The author and team of contributors interweave their first-hand experiences with up-to-date theory and research. While I use this book as a reference guide, there are discussion questions and activities at the end of each chapter that can aid the reader in processing the information that has been shared. The seven appendices provide some wonderful lists of resources, teaching methods and strategies, sample lessons, and lesson analysis and planning formats that I also use regularly.

      As an ESL teacher in a middle school and high school, I have used this book to broaden my knowledge of cultural groups, and cross-cultural understandings.  I have also used various chapters and resources from the appendixes to support colleagues teaching in the mainstream as well as non-instructional staff members in the school community so they better understand and are able to better meet the needs of our diverse student body.  

As a university adjunct professor of education since 2012, I have used this book as a text and resource with my students because key topics regarding instructional strategies and assessment are also well covered. In addition, a comprehensive glossary supports the reader, and list of references that can guide the reader as they extend their learning.“ 

 

Katherine Lobo

ESL Teacher, Newton South High School, Newton Massachusetts

Lecturer in Education, Brandies University, Waltham, Massachusetts

Related ISBN's: 9781524948771, 9781524953430

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