Fifty Strategies for Teaching English Language Learners: International Edition

Fifty Strategies for Teaching English Language Learners, Fourth Edition, by Adrienne Herrell and Michael Jordan, includes a rich assortment of practical strategies aligned to TESOL standards which have been field-tested in diverse classrooms. Each strategy includes a brief explanation, step-by-step instructions on how to plan and use the strategy, and two classroom scenarios demonstrating how the strategy can be adapted for different grade levels and content areas. Herrell and Jordan have included additional language and literacy development strategies, technology strategies, and assessment strategies to support both pre-service and inservice teachers.   *New Strategies building on suggestions from professors using the third edition we have included additional language and literacy development strategies and combined some of the strategies to demonstrate how teachers can effectively sequence approaches to support learning. A total of twelve new strategies  (20+%) are included in this fourth edition.    *Reorganization of the Strategies The strategies have been reorganized based on feedback from professors using the text. In addition to the reorganization, the notable changes in this edition include the following:   *Updated Research  The theoretical overview section of this edition includes updated research and expands our review to include notable European researchers working in the field of Second Language Acquisition (SLA). Updated research is cited throughout the strategy chapters as well.   *Focus on the use of assessment to ensure effective instruction  Assessment strategies are included both in the theoretical overview section and in many of the  individual strategy chapters to support pre-service and in-service teachers in understanding the importance of knowing how students learn and their current levels of functioning in order to plan effective instruction.   *Expanded emphasis on the use of technology Technology strategies are infused in many of the chapters and additional stand-alone technology strategies have been added to emphasize the appropriate use of technology to support and scaffold learning for English learners.

Table of Contents:
ABOUT THE AUTHORS PREFACE STRATEGIES ON VIDEO SECTION I THEORETICAL OVERVIEW SECTION II STRATEGIES FOR SUPPORTING ACTIVE INVOLVEMENT 1 Predictable Routines and Signals: Reducing Anxiety 2 Preview/Review: Building Vocabulary and Concepts to Support Understanding 3 Visual Scaffolding: Providing Language Support Through Visual Images 4 Small Groups and Partners: Interactions to Enhance Instruction 5 Learning Centers: Extending Learning Through Hands-on Practice 6 Cooperative Learning: Group Interactions to Accomplish Goals 7¿¿¿ Scripting: Practicing Verbal Interactions 8¿¿¿ Multiple Intelligences Strategies: Teaching and Testing to Student-Preferred Learning Modes 9¿¿¿ Culture Studies: Learning Research Skills and Valuing Home Culture in One Project 10¿¿ Manipulatives Strategies: Using Objects to Connect Concepts 11¿¿ KWL and Data Charts:Researching and Organizing Information SECTION III STRATEGIES for LANGUAGE DEVELOPMENT 12 ¿¿ Total Physical Response: Integrating Movement into Language Acquisition 13¿¿¿ Realia Strategies: Connecting Language Acquisition to the Real World. 14¿¿¿ Modeled Talk: Showing While You Talk 15¿¿¿ Vocabulary Role-Play: Building Vocabulary Through Dramatization 16¿¿¿ Leveled Questions: Adjusting Questioning Strategies to the Language Levels of Students 17¿¿¿ Collecting and Processing Words: Making Vocabulary Your Own 18¿¿¿ Reporting Back: Verbal Practice in Curriculum Connections 19¿¿¿ Story Reenactment: Making Stories Come to Life! 20¿¿¿ Language Focus Lessons: Planning Lessons to Support the Acquisition of English Vocabulary and Structures 21¿¿¿ Language Framework Planning: Creating Lessons that Support Academic Language & Content Acquisition 22¿¿¿ Syntax Surgery: ¿Visually Manipulating English Grammar 23¿¿¿ Communication Games: Creating Opportunities for Verbal Interaction SECTION IV STRATEGIES FOR LITERACY DEVELOPMENT 24¿¿¿ Moving into Reading: Using interactive read-aloud& shared reading to foster comprehension 25¿¿¿ Sorting Activities: Organizing Information into Categories 26¿¿¿ Read Aloud Plus: Using Strategies to Support Comprehension 27¿¿¿ Guided Reading: Providing Individual Support within a Group Setting 28¿¿¿ Scaffolding English Writing: Matching Instruction to Language Development 29¿ Imaging: Creating Visual Pictures to Support Understanding 30¿ Cohesion Links: Understanding the Glue that Holds Paragraphs Together 31¿ Bilingual Books and Labels: Supporting Biliteracy Awareness 32¿ Read, Pair, Share: Working with a Partner to Negotiate Meaning 33 Repetition and Innovation: Getting to Deep Comprehension Through ¿¿¿¿ Multiple Interactions with a Book 34¿¿¿ Cloze: Using Context to Create meaning 35¿ Free Voluntary Reading: Nothing Helps reading Like Reading 36¿ Repeated Readings: Using Script Writing and Reader’s Theatre to Develop Comprehension and Fluency SECTION V STRATEGIES FOR CONTENT INSTRUCTION 37¿¿¿ Advance Organizers: Getting the Mind in Gear for Instruction 38¿¿¿ Learning Strategy Instruction: Acquiring Self-Help Skills 39¿¿¿ Integrated Curriculum Projects: Using Authentic Projects to Bring Knowledge Together 40¿¿¿ Attribute Charting: Organizing Information to Support Understanding 41¿¿¿ Dictoglos: Improving Listening & Communication Skills 42¿¿¿ GIST: Exploring Tough Text 43¿¿¿ Tutorials: Closing the Achievement Gap 44¿¿¿ Graphic Organizers: Visually Representing Ideas, Text, & Connections 45¿¿¿ Microselection: Finding Key Words & Main Ideas 46¿¿ Collaborative Reading: What to do When They Can’t Read the Textbook¿ SECTION VI ¿TECHNOLOGY STRATEGIES 47¿¿¿ Multimedia Presentations: Oral Reports for the New Millennium 48¿¿¿ Interactive Comprehension Building: Using Technology to Build Background Knowledge 49¿¿¿ Wiki Building: ¿Using Websites to Support Reading, Writing, and Vocabulary Development 50¿¿¿ Handheld Computer and Smartphones: Applications In and Out of the Classroom Teacher Resources ¿¿¿¿ A¿¿¿ An Informal Multiple Intelligences Survey ¿¿¿¿ B¿¿¿ English Language Development Profiles ¿¿¿¿ C¿¿¿ English Language Development A TESOL Standard Correlation Chart

About the Author :
Adrienne Herrell is a visiting professor at Florida State University. She taught classes in early literacy, assessment, and strategies for teaching English language learners at California State University, Fresno until her retirement in 2004. Fifty Strategies for Teaching English Language Learners, Fourth Edition, is Dr. Herrell’s fifteenth book for Pearson. Her previous books include Camcorder in the Classroom with Joel Fowler; Fifty Strategies for Teaching English Language Learners; Reflective Planning, Teaching, and Evaluation: K–12 with Judy Eby and Michael Jordan; and Fifty Active Learning Strategies for Improving Vocabulary, Fluency, and Comprehension with Michael Jordan. Dr. Herrell’s writing and research are built on her experiences teaching in Florida’s public schools for 23 years. She and co-author Dr. Jordan are engaged in research in public schools in California, Florida, and Alaska to validate the effectiveness of the strategies described in this text. ¿ Michael Jordan—recently retired from California State University, Fresno—has taught primary grades through high school in Georgia, Alabama, Florida, and California. Dr. Jordan is an actor, education director, and former B-52 pilot. He and Dr. Herrell incorporate many dramatic reenactment strategies in their joint research working with vocabulary and comprehension development in children learning English in public schools. Fifty Strategies for Teaching English Language Learners, Third Edition, is Dr. Jordan’s eighth book for Pearson. His previous books include Fifty Strategies for Teaching English Language Learners; Reflective Planning, Teaching, and Evaluation: K–12 with Judy Eby and Adrienne Herrell; and Fifty Active Learning Strategies for Improving Vocabulary, Fluency, and Comprehension, and35 Classroom Management Strategies: Promoting Learning and Building Community with Adrienne Herrell. He has published several articles on interactive script writing and vocabulary development to enhance reading comprehension for children. ¿ Drs. Herrell and Jordan serve as educational consultants to a number of school districts across the nation and have presented widely on the subject of reading and comprehension at national and international conferences. ¿ -------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ¿ ¿ Adrienne Herrell is a visiting professor at Florida State University. She taught classes in early literacy, assessment, and strategies for teaching English language learners at California State University, Fresno until her retirement in 2004. Dr. Herrell’s writing and research are built on her experiences teaching in Florida’s public schools for 23 years. She and co-author Dr. Jordan are engaged in research in public schools in California, Florida, and Alaska to validate the effectiveness of the strategies described in this text. ¿ Michael Jordan recently retired from California State University, Fresno–has taught primary grades through high school in Georgia, Alabama, Florida, and California. He and Dr. Herrell incorporate many dramatic reenactment strategies in their joint research working with vocabulary and comprehension development in children learning English in public schools. Dr. Jordan is an actor, education director, and former B-52 pilot, and has published several articles on interactive script writing and vocabulary development to enhance reading comprehension for children.

Review :
“My students LOVE this text and it is one fo the few that they don’t sell back at the end of the term. I have worked with teachers who still have this book on their shelf five years after graduating from the program. Typically, the books end up with lots of sticky notes in them and looking worn because they are so used and loved.” ~ Kathryn M. Ciechanowski, Oregon State University