The essential guide for educating beginning English learners [[electronic resource] /] / Debbie Zacarian, Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
Descrizione fisica | 1 online resource (153 p.) |
Disciplina | 371.82 |
Altri autori (Persone) | HaynesJudie |
Soggetto topico | English language - Study and teaching - United States - Foreign speakers |
Soggetto genere / forma | Electronic books. |
ISBN |
1-4522-8412-1
1-4522-7999-3 1-4833-8775-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content 1. Provide Information That Beginning English Learners Can Understand |
Record Nr. | UNINA-9910480412303321 |
Zacarian Debbie | ||
Thousand Oaks, Calif., : Corwin, c2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The essential guide for educating beginning English learners / / Debbie Zacarian, Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
Descrizione fisica | 1 online resource (xiv, 137 pages) : illustrations |
Disciplina | 428.0071 |
Collana | Gale eBooks |
Soggetto topico | English language - Study and teaching - United States - Foreign speakers |
ISBN |
1-4522-8412-1
1-4522-7999-3 1-4833-8775-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content 1. Provide Information That Beginning English Learners Can Understand |
Record Nr. | UNINA-9910787215803321 |
Zacarian Debbie | ||
Thousand Oaks, Calif., : Corwin, c2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
The essential guide for educating beginning English learners / / Debbie Zacarian, Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin, c2012 |
Descrizione fisica | 1 online resource (xiv, 137 pages) : illustrations |
Disciplina | 428.0071 |
Collana | Gale eBooks |
Soggetto topico | English language - Study and teaching - United States - Foreign speakers |
ISBN |
1-4522-8412-1
1-4522-7999-3 1-4833-8775-5 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto |
FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content 1. Provide Information That Beginning English Learners Can Understand |
Record Nr. | UNINA-9910816135003321 |
Zacarian Debbie | ||
Thousand Oaks, Calif., : Corwin, c2012 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Teaching to strengths : supporting students living with trauma, violence, and chronic stress / / Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , 2017 |
Descrizione fisica | 1 online resource (215 pages) |
Disciplina | 371.94 |
Soggetto topico |
Mentally ill children - Education
Stress in children - Study and teaching |
Soggetto genere / forma | Electronic books. |
ISBN | 1-4166-2462-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Record Nr. | UNINA-9910467703203321 |
Zacarian Debbie | ||
Alexandria, Virginia : , : ASCD, , 2017 | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Teaching to strengths : supporting students living with trauma, violence, and chronic stress / / Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2017] |
Descrizione fisica | 1 online resource (205 pages) : illustrations |
Disciplina | 371.94 |
Collana | Gale eBooks |
Soggetto topico |
Mentally ill children - Education
Stress in children - Study and teaching |
ISBN |
1-4166-2463-5
1-4166-2462-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Introduction -- The urgent need for a strengths-based approach -- Preparing to work with diverse learners -- Creating a strengths-based classroom learning environment -- Scaffolding student-to-student relationships -- Fostering family/guardian engagement -- Infusing a strengths-based approach across a school -- Capitalizing on community assets to build partnerships. |
Record Nr. | UNINA-9910795243603321 |
Zacarian Debbie | ||
Alexandria, Virginia : , : ASCD, , [2017] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|
Teaching to strengths : supporting students living with trauma, violence, and chronic stress / / Debbie Zacarian, Lourdes Alvarez-Ortiz, and Judie Haynes |
Autore | Zacarian Debbie |
Pubbl/distr/stampa | Alexandria, Virginia : , : ASCD, , [2017] |
Descrizione fisica | 1 online resource (205 pages) : illustrations |
Disciplina | 371.94 |
Collana | Gale eBooks |
Soggetto topico |
Mentally ill children - Education
Stress in children - Study and teaching |
ISBN |
1-4166-2463-5
1-4166-2462-7 |
Formato | Materiale a stampa |
Livello bibliografico | Monografia |
Lingua di pubblicazione | eng |
Nota di contenuto | Introduction -- The urgent need for a strengths-based approach -- Preparing to work with diverse learners -- Creating a strengths-based classroom learning environment -- Scaffolding student-to-student relationships -- Fostering family/guardian engagement -- Infusing a strengths-based approach across a school -- Capitalizing on community assets to build partnerships. |
Record Nr. | UNINA-9910821520703321 |
Zacarian Debbie | ||
Alexandria, Virginia : , : ASCD, , [2017] | ||
Materiale a stampa | ||
Lo trovi qui: Univ. Federico II | ||
|