| 000 -LEADER |
|---|
| fixed length control field |
08360cam a2200541 a 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
13601043 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20230703163858.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
040521s2005 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2004050573 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780205410606 (pbk) |
| 024 ## - OTHER STANDARD IDENTIFIER |
|---|
| Standard number or code |
020541060X (pbk) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
DLC |
| 043 ## - GEOGRAPHIC AREA CODE |
|---|
| Geographic area code |
n-us--- |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Herrera, Socorro Guadalupe |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Mastering ESL and Bilingual Methods : |
| Remainder of title |
Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students / |
| Statement of responsibility, etc. |
Socorro Guadalupe Herrera and Kevin G. Murry. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2005. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 405 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and indexes. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part One: Hallmarks of Accomodative Instruction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 1: Multidimensional Foundations of Methods for CLD Students |
| Title |
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 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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2: Cognitive and Academic Dimensions of Methods for CLD Students |
| Title |
The Cognitive Dimension of the CLD Student Biography — Cognitive Challenges — Cognitive Processes — Cognitive Dimension: Implications for the Classroom and School Practice — The Academic Dimension of the CLD Student Biography — Academic Challenges — Academic Processes — Academic Dimension: Implications for Classroom and School Practice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3: Linguistic Dimension of Methods for CLD Students |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part Two: Accommodation Readiness |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4: Changing Perspectives in Platform Development for Instructional Methods |
| Title |
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) — Castaneda v. Pickard (1981) — Plyler v. Doe (1982) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5: A Framework of Accommodation Readiness |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Part Three: Professionalism in Practice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6: Planning and Grounding Instructional Methodology |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7: The Integrated Content-Based Method of Instruction |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8: The Sheltered Method of Instruction |
| Title |
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 |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9: The CALLA Method of Instruction |
| Title |
Cognitive Methods and Learning Strategies — Crosslinguistic Strategies — Cognitive Teaching Methods of Instructing CLD Students — The CALLA Method |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10: Achieving Standards-Driven Professional Practice |
| Title |
Nationally Recognized Standards for Teachers of CLD Students — NBPTS Standards — CREDE Standards — TESOL/NCATE Standards — CEEE Guiding Principles — Standards-Driven Reflection on Professional Practice — Benchmarks of Effective Practice — Key Facets of a Platform for Best Practice with CLD Students |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Conclusion: Setting Goals for Professional Development |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students informs educators in the field about national standards of best practice for CLD students. Readers will be able to use these standards to transform their practice to accommodate students who bring unique assets and needs to the classroom. By examining theory and research-based methods that are specific to CLD students, Mastering ESL and Bilingual Methods shares with readers the complex realities that CLD students face on a daily basis and provides educators with strategies and techniques for enhancing the success of these students. Dr. Herrera and Dr. Murphy are co-directors of the CLASSIC ESL/Dual Language Proficiency Programs at Kansas State University. Dr. Herrera is certified in elementary education, bilingual education, and school counseling. Dr. Murry's work in curriculum and instruction has focused on teacher and administrator preparation. Their recent publications have appeared in the Bilingual Research Journal, Educational Considerations, the Journal of Continuing Higher Education, and the Journal of Research in Rural Education." (Book Cover) |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Multicultural education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and culture. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Bilingualism. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Murry, Kevin G. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.pearson.com/us/higher-education/product/Herrera-Mastering-ESL-EFL-Methods-Differentiated-Instruction-for-Culturally-and-Linguistically-Diverse-CLD-Students-3rd-Edition/9780133594973.html">https://www.pearson.com/us/higher-education/product/Herrera-Mastering-ESL-EFL-Methods-Differentiated-Instruction-for-Culturally-and-Linguistically-Diverse-CLD-Students-3rd-Edition/9780133594973.html</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991035121799705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991035121799705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
