Professor of TESOL and Bilingual Education, Fordham University Graduate School of Education, USA.
Rodriguez, Vivian :
Summary
This is the second edition of an easily readable text that provides first-hand information on culturally and
linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science,
social studies and maths, using simple and direct language. It provides theory and practical strategies to make
content of lesson relevant and understandable to students. This new edition includes updated information on education
programmes and local and national standards for English learners in the United States. The book should be of interest
to researchers, professionals, under- and post-graduate students interested in the teching of ethnic minorities.
Table of Contents
Limited-English-proficient students in the mainstream classroom
- limited-English-proficient students/ English language learners - who are they?
- cultural and linguistic diversity in the classroom
- alternatives to mainstreaming
- the integrated development or oral and written language
- instructional strategies for LEP/ELL student's oral and written English language development
- integrating language and social studies learning
- integrating language and science learning
- integrating language and mathematics learning
- the role of teachers in the development of linguistic, cognitive, and academic skills of LEP/ELL students
