Succeeding with English Language Learners: A Guide for Beginning Teachers

ISBN 10: 1412924391 / ISBN 13: 9781412924399

Verlag: Corwin, 2005

Beschreibung

Bestandsnummer des Verkäufers ABLIING23Mar2411530182831

Bibliografische Details

• Titel: Succeeding with English Language Learners: A Guide for Beginning Teachers
• Verlag: Corwin
• Erscheinungsjahr: 2005
• Sprache: Englisch
• ISBN-10: 1412924391
• ISBN-13: 9781412924399
• Einband: Softcover
• Zustand: New

Über diesen Titel

Inhaltsangabe

"Very relevant to the real-life teaching situations that first-year teachers often encounter."
-Joanne Ho, English Department Chair
Clark High School, Las Vegas, NV

"Easygoing and relaxed, a welcome break from over-flowery ′academic′ language for students ready to enter the ′real world′ of the classroom."
-Elise Geither, Instructor
Baldwin-Wallace College

"The ′exploratory breaks′ throughout each chapter provide readers an opportunity to apply their learning in a focused fashion."
-Theresa Rouse, Superintendent/Principal
San Lucas Union School District, CA  

Novice teachers can apply best practices for a successful ELL classroom experience!

This easy-to-navigate resource offers beginning teachers a carefully phased-in guide to teaching strategies they can use with their ESL-ELL learners to enhance reading, writing, speaking, listening, and grammar skills. Each chapter provides clear guidelines and step-by-step coverage of these essentials and more:

• Using different models for lesson planning
• Monitoring classroom behavior and interactions
• Using prepared skill-building activities or developing new ones
• Assessing students for placement in ESL or general education classes
• Reflecting and exploring the development of their own teaching practice

This sourcebook offers a solid reality-based plan for all new teachers who want to create a successful classroom experience for themselves and their ESL-EFL students! 

Über die Autorin bzw. den Autor

Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).