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 / Donna Brinton, Linda Sasser, and Beth Winningham
Chapter 2 Language Proficiency, Bilingualism, and Academic Achievement / Jim Cummins
Chapter 3 A Conceptual Framework for the Integration of Language and Content Instruction / Marguerite Ann Snow, Myriam Met, and Fred Genesee
Chapter 4 The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream / Anna Uhl Chamot and J. Michael O'Malley
Chapter 5 Cooperative Learning: The Benefits for Content-Are Teaching / Mary McGroarty

Part II CULTURAL CONSIDERATIONS Chapter 6 Sociocultural Factors in Teaching Language Minority Students / H. Douglas Brown Chapter 7 The Stages of Ethnicity / James A. Banks Chapter 8 Sociocultural Contexts of Language Development: Implications for the Classroom / Shirley Brice Heath Chapter 9 Providing Culturally Sensitive Feedback / Robin Scarcella

Part III THE CLASSROOM: INSTRUCTIONAL PRACTICES AND MATERIALS Chapter 10 Strategies for Content-Area Teachers / Patricia A. Richard-Amato and Marguerite Ann Snow Chapter 11 Adapting Materials and Developing Lesson Plans / Deborah J. Short Chapter 12 Facilitating the Reading Process / Gina Cantoni-Harvey Chapter 13 Coaching the Developing Second Language Writer / Faye Peitzman Chapter 14 Helping Students Write for an Academic Audience / Joy M. Reid Chapter 15 Conducting Verbal Reviews / Carmen Simich-Dudgeon, Lynn McCreedy, and Mary Schleppegrell Chapter 16 The Physical Environment / D. Scott Enright and Mary Lou McCloskey Chapter 17 What are we Really Testing? / Barnard A. Mohan Chapter 18 Peer Teachers: The Neglected Resource / Patricia A. Richard-Amato

Part IV READINGS IN SPECIFIC CONTENT AREAS Chapter 19 Social Studies Instruction / Melissa King, Barbara Fagon, Terry Bratt, and Rod Baer Chapter 20 Teaching Literature to Language Minority Students / Linda Sasser Chapter 21 Discovery Science and Language Development / James H. Rupp Chapter 22 Integrating Mathematics and Language Learning / Theresa Corasaniti Dale and Gilberto J. Cuevas Chapter 23 Multicultural Art Projects / Jo Miles Schuman Chapter 24 Using Low Organized Games in Multicultural Physical Education / Marianne Torbert and Lynne B. Schneider Chapter 25 Music as Multicultural Education / Jack P. B. Dobbs Chapter 26 Serving language Minority Students in Business Education / Joan E. Friedberg

References

Index