Classroom Instruction That Works with English Language Learners Book

As more and more English language learners (ELLs) are included in mainstream classrooms, what can we do to ensure that they understand academic content and develop their English language skills? To answer this question, authors Jane Hill and Kathleen Flynn have examined decades of research, interviewed mainstream teachers with ELLs in their classrooms, and reviewed the classroom recommendations from Marzano, Pickering, and Pollock's seminal Classroom Instruction That Works (2001) through an ELL lens. The result is Classroom Instruction That Works with English Language Learners-a comprehensive guide to helping elementary school students at all levels of English language acquisition succeed. The strategies discussed in the book include homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs in mainstream classrooms, and teacher accounts of implementation. Because ELLs face cultural hurdles as well as linguistic ones, this book also shows teachers how to glean insight into students' backgrounds and address the cultural biases inherent in many classroom practices. Accommodating English language learners is one of the greatest challenges educators face today. Just as different levels of fluency require different approaches, so too do different backgrounds and languages. This practical, research-based book gives elementary school teachers the guidance they need to help ELLs of all nationalities thrive alongside their English-dominant peers. Cover......Page 1 Contents......Page 6 Foreword......Page 8 Acknowledgments......Page 11 Preface......Page 13 Introduction......Page 16 A Growing Challenge for Mainstream Teachers......Page 17 1. What Is Classroom Instruction That Works?......Page 20 Setting Objectives and Providing Feedback......Page 21 Cues, Questions, and Advance Organizers......Page 22 Summarizing and Note Taking......Page 24 Homework and Practice......Page 25 Generating and Testing Hypotheses......Page 26 Summary......Page 27 2. The Stages of Second Language Acquisition......Page 29 Classroom Examples......Page 33 Summary......Page 35 3. Setting Objectives and Providing Feedback......Page 37 Determining Language Functions and Structures......Page 40 Generalizations from......Page 42 Classroom Recommendations......Page 43 Feedback......Page 46 Summary......Page 50 4. Nonlinguistic Representations......Page 51 Classroom Recommendations......Page 52 Classroom Example......Page 56 Summary......Page 58 5. Cues, Questions, and Advance Organizers......Page 59 Advance Organizers......Page 63 Summary......Page 69 6. Cooperative Learning......Page 70 Classroom Recommendations......Page 72 Classroom Example......Page 73 Summary......Page 76 7. Summarizing and Note Taking......Page 77 Note Taking......Page 84 Summary......Page 91 8. Homework and Practice......Page 92 Practice......Page 98 Summary......Page 101 9. Reinforcing Effort and Providing Recognition......Page 102 Providing Recognition......Page 107 Summary......Page 109 10. Generating and Testing Hypotheses......Page 110 Generalizations from......Page 111 Classroom Example......Page 112 Summary......Page 114 11. Identifying Similarities and Differences......Page 116 Classroom Recommendations......Page 118 Adapting Identification of Similarities and Differences to the Stages of Language Acquisition......Page 119 Classroom Example......Page 122 Summary......Page 124 12. Involving Parents and the Community......Page 126 How One District Engaged the Families of ELLs and Members of the Local Community......Page 127 Recommendations......Page 131 Summary......Page 132 Conclusion......Page 133 Appendix A: Types of Graphic Organizers......Page 136 Appendix B: Types of Summary Frames......Page 138 The Topic-Restriction-Illustration Frame......Page 139 The Problem-Solution Frame......Page 140 The Conversation Frame......Page 141 Appendix C: Example of a Three-Year Parent and Community Involvement Plan......Page 142 References......Page 146 Index......Page 152 About the Authors......Page 158 At last, the research-based strategies from ASCD's bestselling book "Classroom Instruction That Works" are applied to teaching English language learners to help you boost the achievement levels of these students to new heights. Find out how nine types of instructional strategies that maximize learning can be applied to ELL students in every grade level. And get specific steps and guidance you need to keep your practice up-to-date with the rapidly growing population of ELL students. [For the ASCD book, "Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement," by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock, see ED450096.] The strategies discussed in the book include homework and practice, summarization and note taking, and use of nonlinguistic representations, among many others. For each strategy, the authors provide a summary of the research, detailed examples of how to modify the strategy for use with ELLs in mainstream classrooms, and teacher accounts of implementation. Because ELLs face cultural hurdles as well as linguistic ones, this book also shows teachers how to glean insight into students' backgrounds and address the cultural biases inherent in many classroom practices. --From publisher's description