Co-Teaching and Other Collaborative Practices in The EFLESL Classroom: Rationale, Research, Reflections, And Recommendations - Tapa blanda

 
9781617356865: Co-Teaching and Other Collaborative Practices in The EFLESL Classroom: Rationale, Research, Reflections, And Recommendations
Tapa blanda
ISBN 10: 1617356867 ISBN 13: 9781617356865
Editorial: Information Age Publishing, 2012

Sinopsis

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively. With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice andor institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESLEFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESLEFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESLEFL teachers, teacher educators, professional developers, ESLEFL program directors, and administrators to find answers to critical questions.

"Sinopsis" puede pertenecer a otra edición de este libro.

Reseña del editor

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively. With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice andor institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESLEFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESLEFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESLEFL teachers, teacher educators, professional developers, ESLEFL program directors, and administrators to find answers to critical questions.

Biografía del autor

Dr. Andrea Honigsfeld is Associate Dean and Director of the Doctoral Program (Educational Leadership for Diverse Learning Communities) at Molloy College. Before entering the field of teacher education, she was an English as well as a Foreign Language teacher in Hungary (grades 5-8 and adult), an English as a Second Language teacher in New York City (grades K-3 and adult), and taught Hungarian at New York University. A Fulbright Scholar and sought after national presenter, Andrea is the coauthor or coeditor of over 15 books on education and numerous chapters and research articles related to the needs of diverse learners. Andrea is coauthor of the previous edition of Core Instructional Routines, for Grades K-5, with Judy Dodge. Visit Andrea at www.andreahonigsfeld.com.

Learn more about Maria Dove's PD offeringsMaria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing.

"Sobre este título" puede pertenecer a otra edición de este libro.

Editorial
Information Age Publishing
Año de publicación
2012
Idioma
Inglés
ISBN 10 
1617356867
ISBN 13 
9781617356865
Encuadernación
Tapa blanda
Número de páginas
316
Editor
Honigsfeld Andrea, Dove Maria G.
Contacto del fabricante
no disponible
Persona responsable
gpsr@libri.de
gpsr@libri.de

Friedensallee 273
Hamburg
22763
Alemania

Otras ediciones populares con el mismo título

9781617356872: Coteaching and Other Collaborative Practices in the Efl/ESL Classroom: Rationale, Research, Reflections, and Recommendations (Hc)

Edición Destacada

ISBN 10:  1617356875 ISBN 13:  9781617356872
Editorial: Information Age Publishing, 2012
Tapa dura