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Second Language Students in English-Medium Classrooms: A Guide for Teachers in International Schools [Kietas viršelis]

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  • Formatas: Hardback, 336 pages, aukštis x plotis x storis: 225x170x23 mm, weight: 718 g
  • Serija: Parents' and Teachers' Guides
  • Išleidimo metai: 02-Mar-2015
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1783093285
  • ISBN-13: 9781783093281
Kitos knygos pagal šią temą:
Second Language Students in English-Medium Classrooms: A Guide for Teachers in International SchoolsDidesnis paveikslėlis
  • Formatas: Hardback, 336 pages, aukštis x plotis x storis: 225x170x23 mm, weight: 718 g
  • Serija: Parents' and Teachers' Guides
  • Išleidimo metai: 02-Mar-2015
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1783093285
  • ISBN-13: 9781783093281
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781783093281.html
Raktažodžiai:
Second Language Students in English-Medium Classrooms offers a real-life practical guide to teachers that will enable them to serve students from many linguistic and cultural backgrounds effectively. Written in an accessible manner it includes practical references to the latest uses of embedded technology and numerous exemplary strategies and resources that are increasingly becoming customary usage in international schools. The book also tackles the controversial and politically charged issues of the overwhelming use of English in a global context and the use of students' mother tongues in English-medium classrooms, which has not yet been fully accepted as well as the overwhelming use of English in a global context. Written by an author with over 35 years' experience, this book is an essential resource for all teachers, administrators and parents of children in international schools.

This book is an essential resource for all teachers, administrators and parents of children in international schools with students from linguistically and culturally diverse backgrounds. It is a practical guide which includes references to the latest uses of embedded technology and numerous exemplary strategies and resources that are increasingly becoming customary usage in international schools.

Recenzijos

Understanding bilingualism and the theories of language learning and acquisition is key to teacher effectiveness in international schools, and this book outlines them in accessible detail. In so doing, and perhaps most importantly for the propagation of the educationally sound evidence-based views put forward in this book, it empowers practitioners to advocate for best practice within their schools...This book offers a one-stop opportunity for busy leaders, administrators and practitioners to validate held beliefs and develop their professional knowledge. The book is a 'must-read' for teachers new to the international circuit, and experienced teachers who want to become more effective in the multicultural classroom. It is for anyone planning a teacher in-service training programme or presenting information to parents or looking for a comprehensive set of practical suggestions for starting the year with emergent bilinguals. -- Jane Fox, ACS Egham International School, UK * International Schools Magazine, Spring 2016 * One of my first positions when I was still studying at university was as a substitute teacher at one of the international schools in Italy. This book perfectly presents, and aids the reader in understanding, the atmosphere in an international school deriving from the advantages of a multilingual setting. I found many of my own impressions from that time in the present book. -- Francesca Costa, Universitą Cattolica del Sacro Cuore di Milano, Italy * Journal of Immersion and Content-Based Language Education" Vol. 4:1 (2016) *

Daugiau informacijos

Drawing on real international classrooms and latest academic research, Sears offers practical pedagogical strategies for optimising second-language learning which are contextualised within the broad spectrums of communities (learners, teachers and parents), curricula, and teaching environments found in international schools worldwide. This is an invaluable comprehensive resource for 21st century international school educators. Mary Langford, Director, Langford International Education Consultancy Ltd A comprehensive handbook for teachers in today's international schools. Coreen Sears provides a necessary emphasis on emergent bilinguals as she walks the reader from the absolute basics to the more complex elements of providing for globally mobile students. Pertinent points are raised and carefully illustrated through clear, real life examples, references and links. This is a must-read for anyone working in an international school setting! Caroline Scott, Director, Communication Across Cultures
Figures and Tables xi
Text Boxes xiii
Acknowledgements xv
Introduction xvii
The Overall Aim of This Handbook
xvii
Changes in International Schools and International Education
xviii
Three Significant Trends in the World of International Education
xix
The Overall Content of this Handbook
xxi
The Author
xxiii
Final Comment
xxiii
Part 1: The World of International Education 1(62)
1 Introducing International Schools
3(19)
Introduction: International Schools and International Education
5(1)
1.1 Introducing International Schools
6(5)
1.2 What Do International Schools Offer the Families They Serve?
11(2)
1.3 Schools That Cater for the Children of Globally Mobile Families
13(1)
1.4 Schools Containing Large Numbers of Local Students
14(3)
1.5 Teachers in International Schools
17(2)
1.6 What Makes an International School International?
19(1)
Key Points in This
Chapter
20(2)
2 Being Mobile: Parents, Students, Teachers
22(19)
Introduction: Living a Life of Global Mobility
22(1)
2.1 Globally Mobile Families Whose Children Attend International Schools
23(2)
2.2 First-time Movers
25(4)
2.3 Serial Movers
29(5)
2.4 The Reality of Being a Globally Mobile Child
34(4)
2.5 Newly Arrived Teachers
38(1)
2.6 The School's Role as a Centre of Community
38(2)
Key Points in This
Chapter
40(1)
3 Adjusting to a Life of Change
41(22)
Introduction: Adjusting to Mobility
41(3)
3.1 Culture Shock: Phases of Adjustment
44(2)
3.2 Experiencing Life in a Different Cultural Setting
46(3)
3.3 Adjusting to a Life of Transition
49(1)
3.4 The Reality of a Life in Transition: What Students Say
50(2)
3.5 Strategic Approaches That Support Transition
52(2)
3.6 International Schools: Supportive Spaces for Students Who Move
54(4)
3.7 Living Between Cultures: Third Culture Kids
58(1)
Key Points in This
Chapter
59(4)
Part 2: Programmes and Policies in International Schools 63(26)
4 Introducing Programmes of Study to be Found in International Schools
65(24)
Introduction: Programmes and Curricula to be Found in International Schools
65(2)
4.1 The Programmes Offered by the International Baccalaureate Organisation (IBO)
67(1)
4.2 An Introduction to Enquiry-based Programmes
67(5)
4.3 The IB Primary Years Programme (PYP): An Enquiry-based Programme
72(2)
4.4 Some Thoughts About Teaching in the IB Primary Years and Middle Years Programmes (PYP and MYP)
74(2)
4.5 Teaching in International Primary and Middle Years Curriculum Schools (IPC and MYC)
76(2)
4.6 International Schools That Import Part or All of Their Programmes From National Education Systems
78(4)
4.7 International Schools That Offer Bilingual Programmes
82(3)
Key Points in This
Chapter
85(4)
Part 3: Bilingualism and Language Learning 89(50)
5 Bilingualism in the International School Context
91(26)
Introduction: Bilingualism and Multilingualism Among Students in International Schools
91(4)
5.1 What Do We Mean by Bilingualism?
95(5)
5.2 Ensuring an Additive Outcome for Emergent Bilingual Students
100(4)
5.3 The Benefits of Being an `Elective' Bilingual
104(3)
5.4 Elective Bilinguals in International Schools and Their View of English
107(3)
5.5 Promoting Mother Tongue Maintenance and Development in International Schools
110(2)
5.6 Language Policies in International Schools
112(2)
Key Points in This
Chapter
114(3)
6 Being Informed About Language Learning
117(22)
Introduction: Why Is It Useful to Understand the Language-learning Process?
119(1)
6.1 Language Learners Are Individuals: They Learn at Different Rates and in Different Ways
120(1)
6.2 What Sort of English Do Students Need to Learn?
121(3)
6.3 What is the Best Age for Language Learning? Myth Versus Reality
124(2)
6.4 Features That Affect the Language-learning Outcomes of Emergent Bilinguals
126(3)
6.5 How Long Does It Take Emergent Bilingual Students in International Schools to Acquire the Necessary Academic Language?
129(3)
6.6 Issues Relating to the Language-learning Process
132(5)
Key Points in This
Chapter
137(2)
Part 4: Day-to-Day Life in Mainstream Classrooms Containing Emergent Bilingual Students 139(62)
7 Using School-wide Approaches and Resources to Promote the Learning of Emergent Bilingual Students
141(25)
Introduction
141(1)
7.1 Assessing Emergent Bilingual Students in International Schools
142(2)
7.2 Technology Provision in International Schools
144(5)
7.3 The Library/Media Centre
149(2)
7.4 Specialist English-teaching Provision for Emergent Bilingual Students
151(9)
7.5 Understanding and Addressing the Causes of Slow Progress in Emergent Bilingual Students
160(3)
Key Points in This
Chapter
163(3)
8 Explaining the Learning Culture of the School to Students and Parents
166(17)
Introduction: Why Teachers Need to Explain the School Culture to Students and Parents
166(1)
8.1 Two Aspects of International Education That May Be New to Parents
167(4)
8.2 Explaining Day-to-Day Practice in International School Classrooms
171(8)
8.3 Parent Expectations About Language Learning
179(2)
Key Points in This
Chapter
181(2)
9 Enabling Emergent Bilingual Students to Access the Language of the Classroom
183(18)
Introduction: Creating a Classroom That Promotes Language Learning
183(2)
9.1 Creating a Classroom That Promotes Language Learning
185(5)
9.2 The Role of Students' Home Languages in an English-medium Classroom
190(5)
9.3 Strategies That Make Input Comprehensible to Emergent Bilinguals
195(3)
9.4 The Value of PE, Music, Art, Drama and Extracurricular Offerings
198(1)
Key Points in This
Chapter
199(2)
Part 5: Working With Emergent Bilingual Students in the Mainstream Academic Programme 201(94)
10 Key Strategies for Use With Emergent Bilingual Students in the Content Areas of the Curriculum
203(19)
Introduction: Every Teacher in an International School is a Language Teacher
203(2)
10.1 Approaches to Integrating Language and Content Instruction
205(4)
10.2 Scaffolding the Learning of Emergent Bilingual Students in Supportive Classrooms
209(3)
10.3 Differentiated Instruction
212(4)
10.4 Professional Development Opportunities for Teachers in International Schools
216(3)
Key Points in This
Chapter
219(3)
11 Planning for the Language and Content-area Learning of Emergent Bilingual Students
222(29)
Introduction: Planning to Promote the Language and Content-area Learning of Emergent Bilingual Students
222(1)
11.1 Planning the Introductory Phase of a New Unit of Study
223(9)
11.2 Planning Assessment Approaches for a New Unit of Study
232(3)
11.3 Planning Different Kinds of Support for Students' Learning
235(13)
Key Points in This
Chapter
248(3)
12 Teaching the Skills of Class Talk and Literacy to Emergent Bilingual Students
251(22)
Introduction: Learning to Read and Write in a New Language
251(2)
Introduction to Sections 12.1 and 12.2
253(1)
12.1 Teaching Young Emergent Bilingual Students to Read and Write
254(7)
12.2 Teaching Literacy to Older Emergent Bilingual Students
261(7)
12.3 Multiliteracies
268(2)
Key Points in This
Chapter
270(3)
13 Scaffolding the Learning of Emergent Bilingual Students in the Mainstream Classroom: Class Talk, Mathematics, Science and Social Studies
273(22)
Introduction
273(1)
13.1 Class Talk
274(5)
13.2 Scaffolding the Learning of Mathematics in the Mainstream Classroom
279(7)
13.3 Scaffolding the Learning of Science in the Mainstream Classroom
286(3)
13.4 Scaffolding Written Reports and Oral Presentations
289(4)
Key Points in This
Chapter
293(2)
Epilogue: Final Thoughts 295(2)
Rapid Increase in the Number of Schools Describing Themselves as International
295(1)
A Continuing Move Towards Promoting the Maintenance and Development of Students' Home Languages
295(1)
The Potential of the Effective Use of Embedded Technology
296(1)
Appendix A 297(1)
Appendix B 298(1)
Bibliography 299(4)
Index 303
Coreen Sears has worked within the world of international education as teacher, researcher and consultant for over 35 years. Her focus throughout this time has been on ways to offer effective academic and social experiences to linguistically and culturally diverse students. Her bestselling book Second Language Students in Mainstream Classrooms has supported thousands of teachers in international schools worldwide since its publication in 1998.