Not for ESOL Teachers
Edition: 3
Copyright: 2018
Pages: 394
Edition: 3
Copyright: 2018
Pages: 394
Choose Your Format
$75.24
Ebook
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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 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.
“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
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 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.
“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