Approaches to Inclusive English Classrooms

Kate Mastruserio Reynolds is the Associate Director of the Foundation Program at Qatar University and a Professor of TESOL at the University of Wisconsin Eau-Claire. Her specific area of research is the scholarship of teaching and learning within an ESL context, including a particular focus on content-based instruction and ESL instructional and assessment practices.

In this volume, Kate Mastruserio Reynolds has made a compelling argument for the need to prepare all educators, particularly mainstream teachers, to be knowledgeable about the needs of English language learners. Most notable is the evaluative framework she has developed based on a variety of content-based models from which educators may select an approach which is most appropriate for their educational context.

• IntroductionSection I: Orientations to English Language InclusionChapter 1: Why Must I Do This? The Drawbacks, Benefits and Challenges with EL Inclusion and the Impetus for General Educator Preparation in EL InclusionChapter 2: I Just Want to Teach Math! Language is a Foundation for all Content AreasChapter 3: A Framework for General Educator Development in EL InstructionSection II: Models of English Language InclusionChapter 4: Models: Sheltered Instruction Observation Protocol (SIOP) ModelChapter 5: Models: Cognitive Academic Language Learning Approach (CALLA)Chapter 6: Models: Response to Intervention (RTI)Chapter 7: Models: Specially Designed Academic Instruction in English (SDAIE)Chapter 8: Models: Center for Research on Education, Diversity & Excellence (CREDE) Standards and the Expediting Comprehension for English Language Learners (ExC-ELL)Chapter 9: Models: Content and Language Integrated Learning (CLiL) and Content-Based Language Learning through Technology (CoBaLTT) ModelsChapter 10: The “Winner”: Which Model Should Be Chosen?AppendicesGlossary