The Multicultural Classroom : Readings for Content-Area Teachers /
edited by Patricia A. Richard-Amato and Marguerite Ann Snow.
- White Plains, NY : Longman, 1992.
- xi, 413 p. : ill. ; 24 cm.
Includes bibliographical references (p. 375-397) and index.
"The sourcebook is essential reading for teachers in multilingual classrooms. Focusing on the needs of language minority students, it presents selections from the works of experienced teachers and researchers such as Cummins, H.D. Brown, Heath, Banks, McGroarty, Scarcella, Chamot, and O'Malley. Part I establishes the theoretical foundations for successful teaching in richly diverse classroom environments. Part II discusses the cultural considerations necessary for a fuller understanding of the students and their needs. Part III explores recommended classroom practices and strategies. Part IV relates appropriate practices and strategies to specific content areas including social studies, literature, science, and math." (Book Cover) CONTENTS Acknowledgments Introduction PART I THEORETICAL FOUNDATIONS
Chapter 1 Language Minority Students in Multicultural Classrooms / Chapter 2 Language Proficiency, Bilingualism, and Academic Achievement / Chapter 3 A Conceptual Framework for the Integration of Language and Content Instruction / Chapter 4 The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream / Chapter 5 Cooperative Learning: The Benefits for Content-Are Teaching / Donna Brinton, Linda Sasser, and Beth Winningham
Jim Cummins
Marguerite Ann Snow, Myriam Met, and Fred Genesee
Anna Uhl Chamot and J. Michael O'Malley
Mary McGroarty Part II CULTURAL CONSIDERATIONS Chapter 6 Sociocultural Factors in Teaching Language Minority Students / Chapter 7 The Stages of Ethnicity / Chapter 8 Sociocultural Contexts of Language Development: Implications for the Classroom / Chapter 9 Providing Culturally Sensitive Feedback / H. Douglas Brown James A. Banks Shirley Brice Heath Robin Scarcella Part III THE CLASSROOM: INSTRUCTIONAL PRACTICES AND MATERIALS Chapter 10 Strategies for Content-Area Teachers / Chapter 11 Adapting Materials and Developing Lesson Plans / Chapter 12 Facilitating the Reading Process / Chapter 13 Coaching the Developing Second Language Writer / Chapter 14 Helping Students Write for an Academic Audience / Chapter 15 Conducting Verbal Reviews / Chapter 16 The Physical Environment / Chapter 17 What are we Really Testing? / Chapter 18 Peer Teachers: The Neglected Resource / Patricia A. Richard-Amato and Marguerite Ann Snow Deborah J. Short Gina Cantoni-Harvey Faye Peitzman Joy M. Reid Carmen Simich-Dudgeon, Lynn McCreedy, and Mary Schleppegrell D. Scott Enright and Mary Lou McCloskey Barnard A. Mohan Patricia A. Richard-Amato Part IV READINGS IN SPECIFIC CONTENT AREAS Chapter 19 Social Studies Instruction / Chapter 20 Teaching Literature to Language Minority Students / Chapter 21 Discovery Science and Language Development / Chapter 22 Integrating Mathematics and Language Learning / Chapter 23 Multicultural Art Projects / Chapter 24 Using Low Organized Games in Multicultural Physical Education / Chapter 25 Music as Multicultural Education / Chapter 26 Serving language Minority Students in Business Education / Melissa King, Barbara Fagon, Terry Bratt, and Rod Baer Linda Sasser James H. Rupp Theresa Corasaniti Dale and Gilberto J. Cuevas Jo Miles Schuman Marianne Torbert and Lynne B. Schneider Jack P. B. Dobbs Joan E. Friedberg References Index
080130511X
90025876
English language--Study and teaching--Foreign speakers.
Interdisciplinary approach in education.
PE1128.A2 / R475 1991
428.007
Includes bibliographical references (p. 375-397) and index.
"The sourcebook is essential reading for teachers in multilingual classrooms. Focusing on the needs of language minority students, it presents selections from the works of experienced teachers and researchers such as Cummins, H.D. Brown, Heath, Banks, McGroarty, Scarcella, Chamot, and O'Malley. Part I establishes the theoretical foundations for successful teaching in richly diverse classroom environments. Part II discusses the cultural considerations necessary for a fuller understanding of the students and their needs. Part III explores recommended classroom practices and strategies. Part IV relates appropriate practices and strategies to specific content areas including social studies, literature, science, and math." (Book Cover) CONTENTS Acknowledgments Introduction PART I THEORETICAL FOUNDATIONS
Chapter 1 Language Minority Students in Multicultural Classrooms / Chapter 2 Language Proficiency, Bilingualism, and Academic Achievement / Chapter 3 A Conceptual Framework for the Integration of Language and Content Instruction / Chapter 4 The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream / Chapter 5 Cooperative Learning: The Benefits for Content-Are Teaching / Donna Brinton, Linda Sasser, and Beth Winningham
Jim Cummins
Marguerite Ann Snow, Myriam Met, and Fred Genesee
Anna Uhl Chamot and J. Michael O'Malley
Mary McGroarty Part II CULTURAL CONSIDERATIONS Chapter 6 Sociocultural Factors in Teaching Language Minority Students / Chapter 7 The Stages of Ethnicity / Chapter 8 Sociocultural Contexts of Language Development: Implications for the Classroom / Chapter 9 Providing Culturally Sensitive Feedback / H. Douglas Brown James A. Banks Shirley Brice Heath Robin Scarcella Part III THE CLASSROOM: INSTRUCTIONAL PRACTICES AND MATERIALS Chapter 10 Strategies for Content-Area Teachers / Chapter 11 Adapting Materials and Developing Lesson Plans / Chapter 12 Facilitating the Reading Process / Chapter 13 Coaching the Developing Second Language Writer / Chapter 14 Helping Students Write for an Academic Audience / Chapter 15 Conducting Verbal Reviews / Chapter 16 The Physical Environment / Chapter 17 What are we Really Testing? / Chapter 18 Peer Teachers: The Neglected Resource / Patricia A. Richard-Amato and Marguerite Ann Snow Deborah J. Short Gina Cantoni-Harvey Faye Peitzman Joy M. Reid Carmen Simich-Dudgeon, Lynn McCreedy, and Mary Schleppegrell D. Scott Enright and Mary Lou McCloskey Barnard A. Mohan Patricia A. Richard-Amato Part IV READINGS IN SPECIFIC CONTENT AREAS Chapter 19 Social Studies Instruction / Chapter 20 Teaching Literature to Language Minority Students / Chapter 21 Discovery Science and Language Development / Chapter 22 Integrating Mathematics and Language Learning / Chapter 23 Multicultural Art Projects / Chapter 24 Using Low Organized Games in Multicultural Physical Education / Chapter 25 Music as Multicultural Education / Chapter 26 Serving language Minority Students in Business Education / Melissa King, Barbara Fagon, Terry Bratt, and Rod Baer Linda Sasser James H. Rupp Theresa Corasaniti Dale and Gilberto J. Cuevas Jo Miles Schuman Marianne Torbert and Lynne B. Schneider Jack P. B. Dobbs Joan E. Friedberg References Index
080130511X
90025876
English language--Study and teaching--Foreign speakers.
Interdisciplinary approach in education.
PE1128.A2 / R475 1991
428.007