Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) StudentsSure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: “In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?,” students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text. |
Contents
chapter 2 | 29 |
The Academic Dimension of the CLD Student Biography | 45 |
The Linguistic Dimension of the CLD Student Biography | 61 |
Copyright | |
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Other editions - View all
Mastering ESL and Bilingual Methods: Differentiated Instruction for ... Socorro G. Herrera,Kevin G. Murry No preview available - 2010 |
Mastering ESL and Bilingual Methods: Differentiated Instruction for ... Socorro Guadalupe Herrera,Kevin G. Murry No preview available - 2010 |
Common terms and phrases
academic language accommodation acculturation activities affective filter appropriate assessment bilingual education CALLA method CALP challenges chapter CLD stu CLD student biography collaborative Collier communicative constructivist content and language content areas content concepts content objectives content-based cooperative learning critical reflection Cummins curriculum dents differential learning dimension Discuss effective teachers emphasizes enhance ESOL experiences focus Gallardo grade-level graphic organizers groups guage ICB method implementation integrated interaction language and content language development language instruction language learning language objectives language proficiency learners learning logs learning strategies limited English proficient linguistic linguistic diversity literacy development metacognitive metacognitive strategies native language native language support parents peers perspective planning practice with CLD preassess prior knowledge procedural knowledge program models readiness reading scaffolding SDAIE second language acquisition sheltered instruction SIOP model skills sociocultural standards struction target language teaching practice TESOL theme tion topic understanding vocabulary writing