Strategies for Teaching English Learners, 3rd edition

Readers have access to the latest developments in standards-based learning and assessment that inform the design of instruction.

Teachers see exciting new ways to use computers in teaching English learners, including ways to use blogs, wikis, and other social media.

A balanced view of strategic teaching across a wide range of schooling contexts is presented in an ongoing series of examples drawn from elementary- and secondary-level classrooms.

Readers get a clear model of strategic teaching leading to students’ success through a well-chosen and generous selection of techniques and examples illustrating the main ideas of the book.

Included are unique features that make the text so popular, including:

• a clear and effective explanation of TESOL terminology (Ch.1)
• a discussion of how language teachers are critical pedagogists and critical sociologists, addressing topics related to language and power (Ch.2)
• a concise, comprehensible overview of the philosophical and psychological foundations of education (Ch. 3)
• an overview of standards-based learning and assessment (Ch. 4)
• a complete guide to lesson planning (Ch.4)
• a “Performance-Based Learning” guide covering learning styles, study and survival skills, and more
• in-depth discussion about English instruction in a dual language program
• discussion of issues related to parental involvement

Thoroughly updated, the Third Edition includes:

• a description of the unique contributions that non-native-English-speaking teachers make to the teaching of English
• up-to-date information on the demographics of English learners and the demand for English teachers worldwide
• a profile of an elementary school with an innovative social-justice curriculum approach
• suggestions for using learning centers in English-as-a-foreign-language elementary classrooms
• an expanded definition of culture to include a contemporary emphasis on identity
• a critical view on the study of gender and race in the classroom
• new ways to incorporate volunteers into classroom instruction
• ideas for encouraging “virtual volunteering”

In addition, project-based learning and service learning are creatively combined to offer a variety of ways to link English learners with the larger community. 

New features by chapter

The extent of ESL needs throughout the US is made clear in the book’s updated US English learner demographics section. (Ch. 1)

Teachers are made aware of worldwide ESL career opportunities through profiles of career potentialities. (Ch. 1)

Attaining educational equity in educating English learners is explained in updated examples of instruction with a social justice focus. (Ch. 2)

The focus on brain connections to learning is illustrated through an enhanced discussion in Chapter 3.

Insights into current national educational initiatives are provided in the updates about Common-Core standards, standards-based instruction, and assessment. (Ch. 4)

Readers see how to use learning centers and computer-assisted language learning. (Ch. 5)

Teachers see how to make the best use of digital media and internet-based platforms to develop literacy and oracy through the overview of the use of social media, blogs, wikis, and other computer-mediated communication. (Chs. 6 and 7)

The increased importance of oral English in the curriculum is made clear through new and expanded strategies for teaching listening and speaking. (Ch. 6)

Teachers learn ways to reduce the potential for bullying and other forms of discrimination in the presentation of school-site-based ways to show support for gay, lesbian, bisexual, and transgendered students. (Ch. 10)

Key court decisions and legal foundations are summarized in a section on sociopolitical foundations for bilingual programs. (Ch. 12)

How to incorporate volunteers into classroom instruction and ways to encourage “virtual volunteering” are included. (Ch. 14)

New ways to link English learners with the larger community are suggested. (Ch. 15)

Class discussion of key issues and follow-up topics is encouraged through the “Exploratory Breaks” sections at the ends of chapters 1-15.

Through expanded coverage of special education for English learners, teachers cover such issues as over-placement of English learners in special education (Appendix B)