Teaching Performance Expectations for Educating English Learners

Teacher Performance Expectations for Educating English Learnersaddresses the needs of elementary and secondary teachers in multilingual classrooms, including second-language learning across multiple academic subjects.

 

Renowned authors María V. Balderrama and Lynne Díaz-Rico provide in a single volume the techniques necessary to prepare teachers and other professionals to teach speakers of other languages and cultural backgrounds. This timely text is designed to be a comprehensive source of teaching techniques and effective educational practices, particularly those that meet California’s standardized Teacher Performance Assessment that prospective teachers must take. This book specifically addresses those standards by presenting explicit expectations that challenge teachers in multilingual, multiethnic classrooms. 

 

Subscribing to a teaching approach that respects and builds second-language skills upon a foundation of native-language proficiency, Teacher Performance Expectations for Educating English Learners contains the most up-to-date techniques currently available for promoting linguistic proficiency and features multiple effective teaching methods for the educator of English learners. The main tenet of the book is that successful English language learning results from a combination of rich, interesting content instruction and a fast-moving, engaging curriculum.

This is a book like no other in the market!

Teaching Performance Expectations for Educating English Learners addresses the needs of elementary and secondary teachers in multilingual classrooms, including second-language learning across multiple academic subjects.

Renowned authors María V. Balderrama and Lynne T. Díaz-Rico provide in a single volume the techniques necessary to prepare teachers and other professionals to educate speakers of other languages and cultural backgrounds. This timely book is designed to be a comprehensive source of teaching techniques and effective educational practices, particularly those that meet California s standardized Teacher Performance Assessment that prospective teachers must take. This book specifically addresses those standards by presenting explicit expectations that challenge teachers in multilingual, multiethnic classrooms.

Contains the most up-to-date techniques currently available for promoting linguistic proficiency.

Features multiple effective teaching methods for the educator of English learners.

Offers a standards-based approach to teaching methods for English learners.

Packed with strategy-based methods.

Addresses teaching multiple levels of English learners.

The authors did an incredible job of presenting the pros and cons of the standards movement, standardized testing and the NCLB. They also presented the beginning of the standards movement and framed it in the context of the wider social system They tied planning for instruction to performance-based assessment. This unification highlighted the relevance of planning for instruction. In addition, they emphasized the need to include the needs of second language learners into the curriculum. Superb job of linking assessment-planning-instruction-learning.The analysis on the planning/implementation of the lesson is crucial to students success. Rosalinda QuintanarSan Jose State University

María V. Balderrama is Professor in the Department of Language Literacy and Culture at California State University, San Bernardino. A bilingual educator for more than 25 years, she works with teachers, students, parents and administrators in supporting social justice by democratizing schools and classrooms. Her research examines the role of ideology and politics in teaching and teacher preparation, the education of adolescents, and the organization of secondary schools.

Lynne T. Díaz-Rico is Professor of Education at California State University, San Bernardino, serving as coordinator of the M.A. in Education, TESOL program. Her research interests lie in intercultural communication in teaching, innovative methods in teacher education, and postmodern philosophies of education. She is the author ofTeaching English Learners: Strategies and Methods and co-author of the Crosscultural, Language, and Academic Development Handbook (both from Allyn & Bacon).