Six Principles for Teaching English Language Learners in All Classrooms

Ellen McIntyre is a literacy professor in the Department of Teaching and Learning at the University of Louisville, where she teaches courses on lit­eracy research and instruction and studies children’s development in light of instructional contexts. She has published extensively, having coau­thored Reaching Out: A K–8 Resource for Connecting Schools and Families, coedited Classroom Diversity: Connecting School Curricula to Students’ Lives, Balanced Instruction: Strategies and Skills in Whole Language, and Creating Nongraded Primary Programs, and published in such journals as Language Arts, Research in the Teaching of English, Journal of Literacy Research, and American Educational Research Journal. Her most recent project, codirected with Diane Kyle, is “Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students,” funded by the US Department of Education. She also codirected with Diane Kyle a research project, “Children’s Academic Development in Nongraded Primary Programs,” funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz. Diane W. Kyle is a professor in the Department of Teaching and Learning at the University of Louisville. She has coauthored Reaching Out: A K–8 Resource for Connecting Schools and Families and Reflective Teaching for Student Empowerment: Elementary Curriculum and Methods, coedited Creating Nongraded Primary Classrooms: Teachers’ Stories and Lessons Learned, and pub­lished in such journals as Language Arts, Peabody Journal of Education, Journal of Education for Students Placed at Risk, Education & Equity, Teaching Children Mathematics, and Elementary School Journal. Her most recent project, co­directed with Ellen McIntyre, is “Sheltered Instruction and Family Involvement: An Approach to Raising Achievement of LEP Students,” funded by the US Department of Education. She also codirected with Ellen McIntyre a research project, “Children’s Academic Development in Nongraded Primary Programs,” funded by the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz.

"A highly accessible and practical resource for applying sociocultural theory to both pedagogy and parent involvement. It begins with theory, but then provides excellent examples of how the principles might be meaningfully applied in real classrooms."

• 1. IntroductionEnglish Language Learners of All KindsLanguage Learning: How Does It Happen?BICS and CALPAll Teachers as Teachers of English Language LearnersA Look Back Is a Look ForwardOverview of the BookCast of CharactersA Note for Readers2. Six Principles for Teaching English Language Learners: The Instructional ModelThe CREDE Five Pedagogy StandardsThe Model Enacted in Seventh GradeReflection on Cori′s TeachingCori and the CREDE StandardsJoint Productive ActivityContextualizationLanguage and LiteracyRigorous CurriculumInstructional ConversationThis Seems Overwhelming: Can I Do It?Scaffolding the Five Standards3. Joint Productive Activity (JPA) and English Language LearnersReflection on Vickie′s LessonRationale/Definition of JPAIs This JPA? Indicators of Joint Productive ActivityClassroom CultureThe Juggling Act: Grouping and Scheduling of JPAExample of JPA in Study of Race and RacismReflection on Justin′s TeachingJPA in Middle School ESL: Learning From Our MistakesReflection on Jayne′s TeachingAssessing JPA in Your TeachingTeaching Tips for JPA4. Contextualization and English Language Learners: Making Learning MeaningfulReflection of Johanna′s TeachingMeaning of ContextualizationAre We Connecting? Indicators of ContextualizationExamples of ContextualizationContextualization in Middle School Language ArtsContextualization in KindergartenContextualization in Fourth-Grade Science and MathematicsReflection on ExamplesAssessing Contextualization of LessonsTeaching Tips5. Language and Literacy for ELLsRationale/definition of Developing Language and LiteracyIndicators of Language and Literacy TeachingThe Case for Home Language DevelopmentReading Instruction and ELLsGeorgia′s Second GradeMary′s Fourth GradeWriting in Middle SchoolWriting Across the CurriculumTips for Language and Literacy TeachersAssessing Your Language and Literacy Teaching6. Engaging Students With Rigorous Curriculum: High Expectations for English Language StudentsMeaning of Rigorous CurriculumIndicators of Rigorous CurriculumExamples of Rigorous CurriculumRigorous Curriculum Enacted in KindergartenRigorous Curriculum Enacted in Middle Grades Language ArtsReflection on ExamplesQuestions to Guide PlanningTeaching TipsAssessing Your Rigorous Curriculum7. Instructional Conversation (IC)Rationale and Definition of ICHow Does IC Differ From Traditional Teaching?Beyond Discussion: Indicators of Instructional ConversationAssistance Through Good QuestioningThink-Pair-Share StrategyExamples of ICInstructional Conversation in Middle SchoolInstructional Conversation With Young ChildrenTips for Instructional ConversationAssessing Your IC8. Engaging Families of English Language LearnersImportance of Involving FamiliesSuccessful Ways to Involve Families of English Language LearnersCommunicating With FamiliesInvolving Families in ClassroomsIncreasing Help at HomeEngaging Families in Workshops and Other School EventsVisiting in Students′ HomesChallenges to Involving FamiliesTips for Engaging FamiliesAssessing Your Family Involvement9. ConclusionBeyond a Model ApproachCompatible ViewsDevelopment of CREDE StandardsPreparation of Teachers and Teacher EducatorsConcluding RemarksReferencesIndex