Teaching in multicultural contexts

Just an aside – I want to read this book!

Bilingual and ESL classrooms : teaching in multicultural contexts / Carlos J.
Ovando, Mary Carol Combs. New York, NY, : McGraw-Hill, c2012 5th edition

Contents note: The Past Catches Up with Carlos: An Epilogue —
ch. 1 Students — What Do We Mean by Bilingual Education and ESL? — Guidelines
for Teaching: Basic Characteristics of a Bilingual Education Program —
Bilingual Education — English as a Second Language — Guidelines for Teaching:
Recommendations on the Role of Bilingual Education and ESL — Demographics —
Types of Language Minority Students — Student and Family Background — The Role
of Culture — The Social Context — Previous Schooling Experience — What
Happens at School — The Emotional Issues — The Linguistic Issues — Guidelines
for Teaching: Recommendations to School Personnel about the Use of L1 at Home —
The Academic Issues — Discovering the Student — Guidelines for Teaching:
Discovering Students’ Lives — Program Models — Use of the Primary Language of
Language Minority Students — Enrichment or Remediation? — ESL or ESOL — ESL
Pullout — Newcomer Programs — Bilingual Education — Summary — Key Terms —
Reflection Questions — ch. 2 Policy And Programs — The Politics of Bilingual
Education — The English Only Movement — Impact of Official English — Changing
Terms of Debate — The Unz Era — Historical Background — U.S. Schooling in
Languages Other Than English — English as a Second Language — Bilingual
Instruction of the 1960s — Historical Overview of Title VII Legislation,
1968-2001 — Title VII of the Elementary and Secondary Education Act —
Provisions of the Original 1968 and 1974, 1978, 1984, 1988 Title VII
Reauthorizations — Title VII of the Improving America’s Schools Act of 1994 and
School Reform — “No Child Left Behind” (PL 107-110, 115 Stat. 1425, 2002) —
Guidelines for Teaching: How No Child Left Behind Helps English Language
Learners — Adequate Yearly Progress (AYP) and English Language Learners —
Guidelines for Teaching: Adequate Yearly Progress Reporting Requirements for
English Language Learners — Guidelines for Teaching: 144 Ways to Fail AYP —
Education Policy in the Obama Administration — Guidelines for Teaching: “Race
to the Top” Fund — Guidelines for Teaching: Another Perspective — Court
Decisions and the Office for Civil Rights — Basic Rights of Language Minority
Students — U.S. Office for Civil Rights — Guidelines for Teaching: The Lau v.
Nichols Supreme Court Decision, 1974 — Guidelines for Teaching: The 1970 OCR
Memorandum — Guidelines for Teaching: Federal Court Decisions after Lau v.
Nichols — State Policies — State Legislation — State Certification of
Bilingual/ESL Teachers — Guidelines for Teaching: English Language Learners
(ELL) (2009) Data from: Http://Www.Edweek.Org/Apps/Qc2009/State_Compare.
Html?Intc=Ml#Table_2 — Leading School Reform at the Local Level — Summary —
Key Terms — Reflection Questions — ch. 3 Teaching — Portrait of a Traditional
Classroom — The Workplace of the Twenty-first Century — Passive Learning —
Guidelines for Teaching: Factors to Consider When Teaching Non-Anglo-European
Dominant Students — Active, Inquiry-Based Learning — Guidelines for Teaching:
Principles to Follow for Effective Classrooms for Linguistically and Culturally
Diverse Students — Guidelines for Teaching: Conceptual Dimensions of a
Responsive Pedagogy — Activating Students’ Prior Knowledge — Cooperative
Learning — Research on Cooperative Learning — Principles of Cooperative
Learning — Guidelines for Teaching: Five Elements of Cooperative Learning —
Forming Teams — Structuring Team Activities — Team and Class Building —
Structures for Learning — Evaluating Student Outcomes — Coaching Teacher
Colleagues — Accelerated Learning — Critical Pedagogy — Guidelines for
Teaching: Characteristics of a Pedagogy for Empowerment — Art — Technology —
Telecommunications — Video — Microcomputers — Principles for Technology Use
— Guidelines for Teaching: Guiding Principles for Choosing Technology — Music
— Weaving It All Together — Summary — Key Terms — Reflection Questions —
ch. 4 Language — Language Acquisition — The Prism Model: Language Acquisition
for School — Linguistic Processes — Interdependence of First and Second
Languages — Input and Interaction — Guidelines for Teaching: Second-Language
Written Input — Second-Language Acquisition as a Natural, Developmental Process
— Social and Cultural Processes — Cognitive Processes — Guidelines for
Teaching: Learning Strategies — The Contribution of Sociocultural Theory to
Second Language Acquisition — Guidelines for Teaching: What Does Legitimate
Peripheral Participation Look Like in the ESL or Bilingual Classroom? —
Instructional Approaches to Teaching a Second Language — Guidelines for
Teaching: Promising Practices for Heterogeneous Classrooms — Current Approaches
to ESL and Bilingual Instruction — Guidelines for Teaching: What Is Sheltered
Content Instruction? Who Benefits from It? — Guidelines for Teaching: Sheltered
Content Instruction Strategies — Guidelines for Teaching: Supporting Students’
First Languages — Guidelines for Teaching: Translation and English Language
Learners — Teaching Language Arts in a Bilingual Classroom — Defining
Bilingual Proficiency — Guidelines for Teaching: The Continuum of Bilingualism
— Dialect Diversity — Guidelines for Teaching: Invented Spelling, Error
Correction, and New Language Varieties — Language Distribution in the Bilingual
Language Arts Classroom — Language and Multicultural Literature across the
Curriculum — Teaching Listening and Speaking — Literacy in First and Second
Languages — Teaching Reading and Writing — Guidelines for Teaching: The
Acquisition of the Writing Process — Multicultural Literature — Guidelines for
Teaching: Strategies for Incorporating Literature for Language Minority
Adolescents and Young Adults — Summary — Key Terms — Reflection Questions —
ch. 5 Culture — Perspectives on the Concept of Culture — The Anthropological
View of Culture — Guidelines for Teaching: An Anthropological Definition of
Culture — Popular Views of Culture — Processes in the Development of Cultural
Identities — Cultural Transmission — Biculturalism — Acculturation —
Assimilation — Multicultural Education — Cultural Pluralism as a Basis for
Multicultural Education — Dimensions of Multicultural Education — Guidelines
for Teaching: Characteristics of Multicultural Education — Guidelines for
Teaching: Five Dimensions of Multicultural Education — Prejudice and
Discrimination — Marked and Unmarked Languages and Cultures — Stereotypes —
Ethnocentrism — Cultural Relativism — The Role of Culture in Language Minority
Achievement — Deficit Theories — Cultural Difference Theories — Social,
Economic, and Political Factors in Achievement — Ethnographic Approaches to
Cultural Understanding — Cultural Compatibility Studies — Sociocultural Theory
and Knowledge Construction Studies — Guidelines for Teaching: The Role of
Culture in Education — Summary — Key Terms — Reflection Questions — ch. 6
Mathematics And Science — Rui’s Encounter with More and Less — Achievement of
Language Minority Students in Mathematics and Science — Contextualizing Math
Performance of American Indian Students — Current Standards and Math and
Science Reform — Guidelines for Teaching: Who Can Learn Math? All Students! —
Guidelines for Teaching: Six Principles for School Mathematics — Guidelines for
Teaching: Content and Process Standards for School Mathematics Pre-K-12 —
Opportunity to Learn Standards — Guidelines for Teaching: “Opportunity to
Learn” Standards — Language in Mathematics and Science Classrooms — Use of L1
for Math and Science Instruction — Content ESL/Sheltered English Instruction —
Guidelines for Teaching: The Integration of Second-Language Acquisition with
Science Content — Guidelines for Teaching: Vocabulary Development in Math and
Science — Guidelines for Teaching: Learning Strategies — Linguistically and
Cognitively Rich Environments — Cultural Issues in Mathematics and Science —
Cross-Cultural Research and Developmental Universalities — Ethnoscience and
Ethnomathematics — Activation of Student and Community Resources — A
Theme-Based Approach: Science, Technology, and Society — Summary — Key Terms
— Reflection Questions — ch. 7 Social Studies — Guidelines for Teaching:
Social Studies in Action — Multiple Perspectives: A Framework for Social
Studies — A Social Studies Definition, Guidelines for Powerful Teaching, and
Thematically Based Curriculum Standards — Guidelines for Teaching: Social
Studies Instruction — Transmission, Social Science, and Critical Thinking
Approaches — Guidelines for Teaching: Ten Thematic Strands in Social Studies —
Multicultural Education — Global Education — Classroom Settings for Bilingual
and ESL Social Studies — Elementary Social Studies Classroom Settings — Middle
School and High School Social Studies Classroom Settings — Guidelines for
Teaching: Language Minority Students in Middle and High Schools — Guidelines
for Teaching: General Types of Social Studies Classes — Methods for Social
Studies Instruction — Challenges of Social Studies Instruction — Use of L1 and
L2 — Instructional Strategies — Guidelines for Teaching: Successful Social
Studies Instructional Strategies — Guidelines for Teaching: The Use of
Electronic Media, Videos or DVDs in the Social Studies Classroom — Critical
Thinking and Study Skills Development — Paying Attention to Social Studies
Language Issues — Guidelines for Teaching: The Use of Graphic Organizers —
Theme-Based, Integrated Social Studies Units — Middle School Units on Protest
and Conflict — “Doing” Social Studies: Three Examples — Social Studies and
NCLB: A Conflicted Coexistence — Summary — Key Terms — Reflection Questions
— ch. 8 Assessment — Political Context for Assessment — National Level —
Impact of No Child Left Behind Act — State Level — Local Level —


About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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