Teacher preparation for linguistically diverse classrooms : a resource for teacher educators / / edited by Tamara Lucas

• Record Nr.: UNINA9910459321403321
• Pubbl/distr/stampa: New York : , : Routledge, , 2011
• ISBN: 1-136-91139-1; 1-136-91140-5; 1-282-88248-1; 9786612882487; 0-203-84323-1
• Descrizione fisica: 1 online resource (252 p.)
• Altri autori (Persone): LucasTamara <1951->
• Disciplina: 370.71/173
• Soggetti: Teachers - Training of - United States; English language - Study and teaching - United States - Foreign speakers; Linguistic minorities - Education - United States; Education, Bilingual - United States; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Title; Copyright; Dedication; Contents; Foreword; Preface; Acknowledgments; Part I: Conceptual and Contextual Foundations; Chapter 1: Language, Schooling, and the Preparation of Teachers for Linguistic Diversity; Chapter 2: English Language Learners in American Schools: Characteristics and Challenges; Chapter 3: Preparing Classroom Teachers for English Language Learners: The Policy Context; Part II: Developing Teacher Expertise for Educating English Language Learners; Chapter 4: A Framework for Preparing Linguistically Responsive Teachers; Chapter 5: "Accommodating Diversity": Pre- Service Teachers' Views on Effective Practices for English Language LearnersChapter 6: Systemic Functional Linguistics, Teachers' Professional Development, and ELLs' Academic Literacy Practices; Chapter 7: "We've Let Them in on the Secret": Using SFL Theory to Improve the Teaching of Writing to ; Bilingual Learners; Chapter 8: Preparing Teachers to Reach English Language Learners: Pre-Service and In-Service Initiatives; Chapter 9: Fostering Collaboration Between Mainstream and Bilingual Teachers and Teacher Candidates; Chapter 10: The Growth of Teacher Expertise for Teaching English Language Learners: A Socio-Culturally Based Professional Development ModelChapter 11: Toward Culturally and Linguistically Responsive Teacher Education: The Impact of a Faculty Learning Community on Two Teacher Educators; Chapter 12: Toward Program- Wide Coherence in Preparing Teachers to Teach and Advocate for English Language Learners; Chapter 13: Toward the Transformation of Teacher Education to Prepare All Teachers for Linguistically Diverse Classrooms; About the Authors; Index
• Sommario/riassunto: Teacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and