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ERIC Number: ED496857
Record Type: Non-Journal
Publication Date: 2005
Pages: 248
Abstractor: ERIC
Reference Count: 0
ISBN: ISBN-1-9311-8517-4
ISSN: N/A
Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series
Kaufman, Dorit, Ed.; Crandall, JoAnn, Ed.
Teachers of English to Speakers of Other Languages, Inc. (TESOL)
Content-based instruction (CBI) challenges English language educators to teach English using materials that learners encounter in their regular subject-area classes. This volume helps ESL and EFL teachers meet that challenge by providing them with creative ways to integrate English language learning with the content that students study at primary and secondary schools. Following a preface by the series editor and Chapter 1: Standards- and Content-Based Instruction: Transforming Language Education in Primary and Secondary Schools (Dorit Kaufman and JoAnn Crandall), this book is divided into three parts and 13 chapters. Part 1, Partnerships and Constructivist Notions in Content-Based Instruction, presents: (2) Keeping Content at the Heart of Content-Based Instruction: Access and Support for Transitional English Learners (George C. Bunch, Rachel A. Lotan, Guadalupe Valdes, and Elizabeth G. Cohen); (3) Pickles, Proverbs, and Play: Finding Out about Ourselves and Others (Valerie S. Jakar); (4) Collaborating on the Curriculum: Focus on Secondary ESOL (Donna Hurst and Chris Davison); (5) Coteaching in a Sheltered Model: Maximizing Content and Language Acquisition for Beginning-Level English Language Learners (Carolyn Bernache, Kathleen Galinat, and Sandra Jimenez); and (6) Working Together to Raise Content-Based Instruction Into the Zone of Proximal Development (Tatiana Gordon). Part 2, Reflection and Inquiry in Content-Based Instruction Professional Development, continues with: (7) Supporting Sheltered Instruction in a Bilingual Program through a Professional Development School Partnership (Nancy Dubetz, Hilduara Abreu, Reina Alegria, Mercedes Casado, and Asuncion Diaz); (8) Teaching a Less Commonly Taught Language in a Social Science Classroom (Erin Fairlight Olsen and R. Kirk Belnap); (9) Giving Them a Voice: Content-Based Instruction in an EFL Setting (Gabriel Diaz-Maggioli and Alicia Burbaquis-Vinson); and (10) Frilled Up Science: Developing Practices within Collaboration (Sophie Arkoudis). Part 3, Standards- and Content-Based Curriculum, Assessment, and Professional Development, concludes the book with: (11) On the Road to "MECCA": Assessing Content-Based Instruction within a Standards Framework (Margo Gottlieb and Timothy Boals); (12) Mapping the ESOL Curriculum: Collaborating for Student Success (Ester de Jong and Genoveffa Grieci); (13) Choosing Depth over Breadth in a Content-Based ESOL Program (Martha Bigelow, Susan Ranney, and Ann Mickelson Hebble); and (14) New Conceptual Tools for Content-Area Teachers: A Programmatic Approach to Content-Based Instruction (Annela Teemant). A list of references; and an index are also included.
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education; Grade 1; Grade 10; Grade 11; Grade 12; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Primary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA.