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contents
Preface About the Authors
part one
Hallmarks of Accommodative Instruction
Chapter 1
Multidimensional Foundations of Methods for CLD Students
Demographic Patterns and Student Diversity
Teacher Preparation for Cultural and Linguistic Diversity in the Classroom
Describing Cultural and Linguistic Diversity in the Classroom
Key Terms and Acronyms
The CLD Student: Asset or Liability?
Understanding the Realities of Cultural and Linguistic Diversity in the Classroom
Expanding on the Prism Model
The Sociocultural Dimension of the CLD Student Biography
chapter 2
Cognitive and Academic Dimensions of Methods for CLD Students
The Cognitive Dimension of the CLD Student Biography
Cognitive Challenges
Cognitive Processes
Cognitive Dimension: Implications for Classroom and School Practice
The Academic Dimension of the CLD Student Biography
Academic Challenges
Academic Processes
Academic Dimension: Implications for Classroom and School Practice
chapter 3 Linguistic Dimension of Methods for CLD Students
The Linguistic Dimension of the CLD Student Biography
Dynamics of First Language Acquisition (FLA)
Differences between First and Second Language Acquisition
Demands of Second Language Acquisition (SLA)
Challenges of the Linguistic Dimension
Time Required for Second Language Acquisition
Exposure to Authentic Literacy Instruction and Activities
Processes of the Linguistic Dimension
Linguistic Process of Second Language Acquisition
Linguistic Process of Understanding Concepts about Print
Linguistic Dimension: Implications for Classrooms and School Practice
Instructional Planning for CALP Development in L1 and L2
Anticipating and Preassessing for the Array of Student Biographies
Fostering Communicative, Constructivist Language Acquisition Environments
part two
Accommodation Readiness
chapter 4
Changing Perspectives in Platform Development for Instructional Methods
Effective Program Models for CLD Students: Research and Analysis
Predictors of Academic Success among CLD Students
Findings of Research: The Case for Bilingual Education
Bilingual Education and the SUP—CUP Distinction
When the Ideal Is Not Ideal
Complicating Variables
Range of Program Models for CLD Students
English as a Second Language (ESL)
Transitional Bilingual Education
Developmental Bilingual Education
Two-Way Immersion
Limited-Use Program Models
Sociopolitical Foundations of Quality Programming
Lau v. Nichols (1974)
Castañeda v. Pickard (1981)
Plyler v. Doe (1982)
chapter 5
A Framework of Accommodation Readiness
The Accommodation Readiness Spiral
Levels of Readiness
Forms of Readiness
Readiness for Critical Reflection on Practice
Reflection
Critical Reflection
Readiness for CLD Students and Families
Semistructured Conversations
Environmental Readiness
The External Environment
The Internal Environment
Curricular Readiness
Curriculum Trends
Curriculum Essentials
Programming and Instructional Readiness
Decision Making without a Current Program Model
Decision Making with a Current Program Model
Programming and Instructional Readiness through Advocacy
Readiness for Application and Advocacy
Readiness for Theory-into-Practice Applications
Readiness for Differentiated Instruction
Readiness for Advocacy
part three
Professionalism in Practice
chapter 6
Planning and Grounding Instructional Methodology
Consistency in Nomenclature Enables Communication
Approach
Method
Strategy
Technique
Consistency: In Practice
Three Dominant Approaches to Second Language Instruction
Grammatical Approach
Communicative Approach
Cognitive Approach
chapter 7
The Integrated Content-Based Method of Instruction
Evolution of Content-Based Instruction
Content-Centered Methods of Instruction
Integrated Content-Based Instruction
Benefits of ICB Instruction for CLD Students
Delivering Integrated Content-Based Instruction
Planning an ICB Lesson
Instruction
Assessment
Concluding Thoughts
chapter 8
The Sheltered Method of Instruction
Realities of Sheltered Instruction
Variations on Sheltered Instruction
Myths and Misconceptions Associated with Sheltered Instruction
Types of Students
Language Proficiency of CLD Students
Standards of Best Practice
Specially Designed Academic Instruction in English (SDAIE)
The Sheltered Instruction Observation Protocol (SIOP)
Preparation
Instruction
Review and Assessment
Closing Thoughts on the SIOP Model of Sheltered Instruction
chapter 9
The CALLA Method of Instruction
Cognitive Methods and Learning Strategies
Crosslinguistic Strategies
Cognitive Teaching Methods for Instructing CLD Students
The CALLA Method
chapter 10
Achieving Standards-Driven Professional Practice
Nationally Recognized Standards for Teachers of CLD Students
NBPTS Standards
CREDE Standards
TESOL/NCATE Standards
Standards-Driven Reflection on Professional Practice
Benchmarks of Effective Practice
Key Facets of a Platform for Best Practice with CLD Students
Conclusion: Setting Goals for Professional Development
Appendix
Glossary
References
Name Index
Subject Index
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Kyong Yoon
reviewed Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students on May 22, 2018
Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students
This was a great book with a few very bad flaws.
Pros:
It really introduces a lot of great, well researched concepts, both theoretical and practical. A little bit of inference and creativity and a teacher can learn a lot. It is mostly designed for beginning to mid-level teachers of ESL/EFL/ESOL.
Cons:
As was stated in the introduction of the book, the main author wanted to recap what she had learned from her graduate studies in teaching, and it was in the first chapter where it showed the most. Some things were quite obsolete, and yet so obviously quixotic. She really drank the koolade when presenting information in this chapter. The problems include lousy grammar, diction, wrong terminology, PC, etc. Additionally, I would have loved to see better organization of concepts. I had to do supplementary research to understand what the concepts were.
When trying to explain how the US doesn't value multiculturalism/multilingualism, pg 13, it "is evident in such common statements such as ""They can't learn Science until they speak English."" This is a very flimsy argument considering it's contextual. Science? The preciseness of words and concepts are necessitated in the content!
Strawman argument is used on page 15.
Hyperbole pg 112: "In light of this ban [bilingual program], teachers were forced out of their jobs and Mexican American students had no access to their histories." Really, no access? Libraries were closed, the internet was shut down!
The last example I'll use is on page 16: "Thus, the equity-based affirmation "We recognize and value the different experiences, cultures..." This is blasphemous naivete. Not all experiences are good, some are certainly unworthy of being valued.
Neutral:
Because I read it online for a grad school class, I had to use tools to read it, highlight, comment, etc. Maybe (I hope) the publisher will make the necessary changes.
sideways graphs.
intentionally blank pages. (for an online, really?)
Play button for videos doesn't work.
Highlighting highlights most side text.
Cannot double highlight. Highlight text that is already highlighted.
Cannot highlight across pages.
"Figures" (large amount of text) splits the normal reading text. This wouldn't be (too) bad for a hard copy book, but for an online book, it's really bad. Sometimes large figures are put into the middle of sentences, just because the figure fits on the next couple pages. Terrible formatting.
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Add Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students, Contemporary, comprehensive, theory and research based, and aligned with TESOL 2003 standards, this guide provides educators with the tools, ideas, strategies, and techniques they need to professionally and effectively address the differential learning an, Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students to the inventory that you are selling on WonderClubX
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Add Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students, Contemporary, comprehensive, theory and research based, and aligned with TESOL 2003 standards, this guide provides educators with the tools, ideas, strategies, and techniques they need to professionally and effectively address the differential learning an, Mastering Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students to your collection on WonderClub |
