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| Foreword | ||
| Preface | ||
| Acknowledgments | ||
| About the Author | ||
| 1 | The Joys and Challenges of Teaching English as a Second Language | 1 |
| 2 | Your Students | 4 |
| 3 | Your Toolbox | 8 |
| 4 | How Much? How Soon? How Fast? | 12 |
| 5 | Using the Learner's Native Language in the Classroom | 18 |
| 6 | Natural and Unnatural Approaches to Learning English | 22 |
| 7 | Building Vocabulary: They'll Need Lots | 28 |
| 8 | Grammar: The Skeletal System of the Language | 37 |
| 9 | Listening Skills: The Gateway to Language | 45 |
| 10 | Now Say It: Teaching Spoken English | 51 |
| 11 | English in Black and White: Teaching Reading | 57 |
| 12 | Writing It Right | 64 |
| 13 | How We Know What the Students Know: Grading and Testing | 69 |
| 14 | Teaching English Learners With Special Needs | 78 |
| 15 | English Learners in Content Classes | 84 |
| 16 | Helping Everyone Else Understand Your Students | 93 |
| 17 | Preparing Yourself to Be a Better ESL Teacher | 98 |
| App. 1: Vocabulary Lists | 103 | |
| App. 2: Recommended Sources | 145 | |
| Recommended Reading | 145 | |
| Recommended Web Sites | 147 | |
| Recommended Periodicals | 148 | |
| Index | 149 |
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Arthur Barda
reviewed Teaching English Language Learners K-12: A Quick-Start Guide for the New Teacher on June 16, 2016 Teaching English Language Learners K-12: A Quick-Start Guide for the New Teacher
The depth of the research in this book is fantastic, and the findings are elucidated in clear, well-organized sections. As a writing teacher, I found many ideas that I will apply to my teaching immediately, and even more that I will want to think about and integrate over time.
As a researcher, I also appreciate the detailed descriptions of research methods, and the incredible amount and types of data the authors gathered and interpreted.
The only drawback to the book is that much of the time it speaks about composition courses in ways that seem most relevant to upper-division rather than first-year comp. At times I wished the authors had given a bit more insight into how their findings apply at the first-year level. That said, any experienced writing teacher should be able to make that translation; the drawback is minor, especially in light of the book's strengths.
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