000			04952cam a2200481 a 4500
999			_c1761 _d1761
001			8404050
003			DLC
005			20230623175533.0
008			120314s2012 enka b 001 0 eng
010			_a 2012009126
020			_a9781847697196 (pbk)
040			_aDLC _cDLC _dDLC _dCaONFJC _dJCRC _beng
042			_apcc
043			_an-us---
050	0	0	_aLC3731 _b.C557 2012
100	1		_aCoelho, Elizabeth
245	1	0	_aLanguage and Learning in Multilingual Classrooms : _ba Practical Approach / _cElizabeth Coelho.
260			_aToronto, ON : _bMultilingual Matters, _c2012.
300			_axvi, 357 p. : _bill. ; _c23 cm.
440			_aParents' and Teachers' Guides
500			_aVolume 16 in the Parents' and Teachers' Guides series.
504			_aIncludes bibliographical references and index.
505			_aSECTION 1: GETTING STARTED
505			_a1. The New Arrival _tIntroduction -- Who Are The New Immigrants? -- Why Do They Come? -- How Do They Come? -- The Immigrant Experience -- Learning a New Language at and for School -- Academic Performance -- Conclusion -- Sources and Resources
505			_a2. First Days and Beyond _tIntroduction -- Initial Assessment -- Getting Started: Orientation to the School -- Supplementary Programmes and Services -- Developing Good Relationships with Parents and Community -- Conclusion -- Sources and Resources
505			_aSECTION 2: PLANNING: A WHOLE-SCHOOL APPROACH
505			_a3. Linguistic and Academic Support for Newcomers and Language Learners _tIntroduction -- The Challenge of Learning a New Language for School -- Teaching the Language of Instruction -- Filling the Gaps: Literacy Development and Academic Support for Under-Schooled Newcomers -- Community Languages -- Third and Fourth Languages -- Conclusion -- Sources and Resources
505			_a4. Differentiated Instruction and Assessment for Newcomers and Language Learners _tIntroduction -- A Continuum of Language Learning -- Scaffolding in the Quadrants: A Framework for Instruction and Assessment -- Assessment and Evaluation with Second Language Learners -- In Summary -- Sources and Resources
505			_a5. Planning Ahead _tIntroduction -- Academic Performance of Immigrant Children and Language Learners -- What Does It All Mean? -- Key Policy Implications -- An Action Plan for Schools and School Districts -- Conclusion -- Sources and Resources
505			_aSECTION 3: IN THE CLASSROOM
505			_a6. An Inclusive Learning Environment _tIntroduction -- Welcome to the Class! -- Intercultural Projects -- Diversity in the Curriculum -- Teaching to Reach Every Student -- Conclusion -- Sources and Resources
505			_a7. Making Space for Community Languages _tIntroduction -- Linguistic Diversity as an Asset -- A Multilingual School Environment -- A Multilingual Classroom Environment -- Conclusion -- Sources and Resources
505			_a8. Oral Language in Every Classroom _tIntroduction -- The Importance of Oral Interaction in Every Classroom -- Scaffolding for Comprehension -- Scaffolding for Production -- Scaffolding for Interaction -- Conclusion -- Sources and Resources
505			_a9. Reading and Writing in Every Classroom _tIntroduction -- A Scaffolding Approach to Literacy Instruction for Young Children and Beginners -- Intensive Reading: Helping Students with Challenging Text -- Writing Scaffolds: Helping Students to Produce Written Text -- Conclusion -- Sources and Resources
505			_a10. Vocabulary Instruction in Every Classroom _tIntroduction -- The Challenge: So Many Words! -- Practical Approaches to Vocabulary Development -- Assessment of Vocabulary Development -- In Summary -- Sources and Resources
520			_a"This book is a research-based practical guide for educators who work with students whose linguistic and cultural background is different from their own. Illustrated with many practical examples of classroom activities, projects, and teaching strategies, the book is also an introduction to immigrant education for school administrators and educational planners in communities or regions that are in the process of developing plans and programs for newcomer students. Although the focus is on first-generation immigrant children, many of the recommended approaches and instructional strategies described in this book can be used or adapted for use with second-generation children and historical linguistic and cultural minorities, such as children from Aboriginal communities in North America or children of Roma background in Europe." (Back Cover)
650		0	_aEnglish language _xStudy and teaching _zUnited States _xForeign speakers.
650		0	_aLanguage and education _zUnited States.
650		0	_aMulticulturalism _zUnited States.
650		0	_aLinguistic minorities _xEducation _zUnited States.
856			_zPublisher Website. _uhttp://www.multilingual-matters.com/display.asp?K=9781847697196
942			_2z _cBK