English as an Additional Language: Approaches to Teaching Linguistic Minority Students

161 Pages·2010·3.74 MB·English

by  Constant Leung

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English as an Additional
Language
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English as an Additional
Language
Approaches to Teaching Linguistic
Minority Students
Editedby
ConstantLeungandAngelaCreese
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EditorialarrangementandIntroduction©ConstantLeung andAngela
Creese2010
Firstpublished2010
Chapter1©ConstantLeung
Chapter2©FrankMonaghan
Chapter3©MannyVasquez
Chapter4©AlanWilliams
Chapter5©AngelaCreese
Chapter6©CandaceHarper,KimberlyCookandCarolK.James
Chapter7©MargaretR.Hawkins
Chapter8©EsterJ.deJongandRebeccaFreemanField
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Contents
Listoftables vii
Appendix vii
Contributors ix
Foreword xiii
Preface xv
Introduction xvii
AngelaCreeseandConstantLeung
1 CommunicativeLanguageTeachingandEAL:Principlesand
Interpretations 1
ConstantLeung
2 MainstreamParticipatoryApproaches:FromSlipstreamto
Mainstream 15
FrankMonaghan
3 BeyondKeyWords 33
MannyVazquez
4 ConnectingCommunication,CurriculumandSecondLanguage
LiteracyDevelopment:MeetingtheNeedsof‘LowLiteracy’
EAL/ESLLearners 44
AlanWilliams
5 TeachingApproachesinTwo-TeacherClassrooms 58
AngelaCreese
6 Content-LanguageIntegratedApproachesforTeachersof
EALLearners:ExamplesofReciprocalTeaching 75
CandaceHarperwithKimberlyCookandCarolK.James
7 SocioculturalApproachestoLanguageTeachingandLearning 97
MargaretR.Hawkins
v
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vi ENGLISHASANADDITIONALLANGUAGE
8 BilingualApproaches 108
EsterJ.deJongandRebeccaFreemanField
ConcludingRemarks 123
ConstantLeungandAngelaCreese
AuthorIndex 127
SubjectIndex 129
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List of tables
2.1 Teacherroles 18
2.2 Categoriesandsub-categoriesofsupport 19
2.3 Keyhistorygenres 27
8.1 Additivebilingualandmultilingualprogrammodels 113
Appendix
Appendix6.1 DifferencesinPalincsarandBrown’sRTmodel(1984)
andtheRTmodelsadaptedbyCarlaandMiki 95
vii
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Contributors
Kimberly Cook is an Adult Education ESL teacher for the Alachua County
School District in Gainesville, Florida. She has been teaching ESL for the past
19 years. She has been an ESL teacher-educator for Saint Leo University and
for K-12 teachers in the local school district, and she regularly supervises
preserviceteachersintheirESLteachingpracticumattheUniversityofFlorida.
She has a Master's degree in Multilingual/Multicultural Education from the
UniversityofFlorida.
Angela Creese is Professor of Educational Linguistics at the School of
Education, University of Birmingham. Her research focuses on interaction in
multilingual classrooms. Her work is theoretically and methodologically
informed by anthropological linguistics and she has used this approach to
investigateteachercollaborationinlinguisticallydiverseschoolsandbilingual
interactionincomplementaryandmainstreamschools.
Rebecca Freeman Field has conducted ethnographic/discourse analytic
research on bilingualism and education in multilingual communities, and
consulted with schools on language education policy, program and profes-
sional development. Her books, Bilingual Education and Social Change (1998),
Building on Community Bilingualism (2004), and English Language Learners at
School:AGuideforAdministrators(2006,co-editedwithElseHamayan)promote
equalaccesstoeducationalopportunitiesandmultilingualismthroughschool-
ing. She is currently Adjunct Professor at the University of Pennsylvania and
DirectoroftheLanguageEducationDivisionofCaslon.
Candace Harper is an Associate Professor in ESL/Bilingual Education at the
UniversityofFlorida.ShehasbeenanESL/EFLteacherandteacher-educatorin
the USA, Australia, Bosnia and France. Her research interests have focused on
language and literacy development in EAL learners, the nature of EAL special-
ist teacher expertise, and the preparation of general educators to work effec-
tively with EAL learners. She is currently studying the collaboration of
ESL/bilingualandothercurriculumspecialisteducators.
Margaret R. Hawkins in an Associate Professor in the Department of
CurriculumandInstructionattheUniversityofWisconsin-Madison.Herresearch
focuses on languages and literacies of English learners in schools, community-
based sites of learning for immigrant and refugee youth, home/school relations,
language teacher education, and, most recently, on non-gateway districts’ and
schools’responsestonewimmigrantandrefugeepopulations.
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