English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom, by Margaret Heritage, Aída Walqui, Robert Linquanti
English Language Learners And The New Standards: Developing Language, Content Knowledge, And Analytical Practices In The Classroom, By Margaret Heritage, Aída Walqui, Robert Linquanti. The established technology, nowadays sustain everything the human demands. It includes the everyday activities, jobs, office, enjoyment, and much more. One of them is the wonderful web link and computer system. This problem will reduce you to sustain one of your pastimes, reading habit. So, do you have going to review this book English Language Learners And The New Standards: Developing Language, Content Knowledge, And Analytical Practices In The Classroom, By Margaret Heritage, Aída Walqui, Robert Linquanti now?
English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom, by Margaret Heritage, Aída Walqui, Robert Linquanti
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In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities. In English Language Learners and the New Standards, the authors:
- Clarify the skills and knowledge teachers need to integrate content knowledge and language development
- Show how teachers can integrate formative assessment in ongoing teaching and learning
- Discuss key leverage points and stress points in using interim and summative assessments with ELLs
- Provide classroom vignettes illustrating key practices
Finally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.
English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom, by Margaret Heritage, Aída Walqui, Robert Linquanti- Amazon Sales Rank: #341471 in Books
- Published on: 2015-05-01
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .60" w x 5.90" l, .0 pounds
- Binding: Paperback
- 224 pages
Review This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book. --Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York UniversityThis book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole. --Angélica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education
From the Back Cover English Language Learners and the New Standards provides a clear and practical path for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning: from an individual activity to a socially engaged activity; from a linear process, aimed at correctness and fluency, to a developmental process; and from a separate area of instruction to an approach that embeds language development in subject-area activities. For each step, the authors clarify the skills and knowledge teachers need to integrate content knowledge and language development, and show how teachers can integrate formative assessment in ongoing teaching and learning. “This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book.” — Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York University “This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole.” — Angélica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. Aída Walqui directs the Teacher Professional Development Program at WestEd. Robert Linquanti is a project director and senior researcher at WestEd. Kenji Hakuta is the Lee L. Jacks Professor of Education at the Stanford Graduate School of Education.
About the Author Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. Aída Walqui directs the Teacher Professional Development Program at WestEd. Robert Linquanti is a project director and senior researcher at WestEd. Kenji Hakuta is the Lee L. Jacks Professor of Education at the Stanford Graduate School of Education.
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Most helpful customer reviews
2 of 2 people found the following review helpful. A must read for all teachers of ELLs! By ForzaItalia Excellent text for teachers who teach English to ELLs and/or teach content to ELLs. This book is a tour de force of all the main research findings and theories of the past 30+ years that have shaped how we teach English to non-native speakers. It also does an excellent job of reviewing the new standards and giving practical, useful, and thought-provoking vignettes of how to change our practice as teachers so that we can teach content and language simultaneously using metacognition, authentic tasks, and truly cooperative learning strategies. This book would be excellent for professional development activities.
1 of 1 people found the following review helpful. Excellent book! By Natalia Ward Excellent book for educators interested in providing high-quality educational opportunities for multilingual learners in the times of the new college and career readiness standards and assessments. The authors make complex theories and practical applications accessible in an engaging and comprehensible way.
0 of 0 people found the following review helpful. Must Read for Educators and Educational Publishers. By SagBo Good for all language learners including Standard English Learners. Discusses how to address the new cognitive demands placed on students who have not yet mastered academic English.
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