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Descriptors:
Classroom Techniques; Curriculum Development; Dialog Journals; Elementary Secondary Education; English (Second Language); Evaluation Methods; Individualized Instruction; Instructional Design; Lesson Plans; Limited English Speaking; Material Development; Models; Performance Based Assessment; Portfolios (Background Materials); Program Design; Second Language Instruction; Staff Development; Student Evaluation
Abstract:
The manual is addressed to teachers, administrators, and teacher trainers helping students learn through a non-native language by integrating language and content. This audience may include English-as-a-Second-Language, bilingual education, or content (e.g., science, math, social studies) teachers with limited-English-proficient students in elementary and secondary schools. The manual presents a whole-education approach involving: (1) incorporation of content material into language classes; and (2) accommodation of students' limited English proficiency in content classes. The first chapter gives an overview of the integrated language and content approach, and the second chapter outlines specific classroom strategies and techniques. Chapter 3 offers suggestions for adapting standard textbook and workbook materials, and chapter 4 gives assistance in developing lesson plans. A variety of student assessment methods are discussed in the fifth chapter, including performance-based assessment, portfolios, journals, language-related content assessment, and assessment across the curriculum. Key issues in curriculum implementation are then addressed, including teacher cooperation/collaboration, administrative support, classroom organization, scheduling, bridging, and mainstreaming. Implementation models are described in chapter 7: individualized instruction; sheltered classes; integrated language and content curricula; and a whole-school approach. Similarly, models for staff development programs are outlined in chapter 8. (Contains 47 references and 88 resources.) (MSE)
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