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Educating English Language Learners in an Inclusive Environment

Second Edition

Youb Kim and Patricia H. Hinchey

For teachers and teacher educators striving to address a growing number of state mandates relating to the education of English language learners (ELLs), Educating English Language Learners in an Inclusive Environment, Second Edition provides a reader-friendly survey of key topics, including: legal and professional imperatives, cultural concerns, linguistics, literacy instruction, assessment, policy, and politics. This overview will be useful to in-service teachers with little or no preparation for working with ELLs but who nevertheless face legislative demands to teach both academic content and English. It will also be useful to teacher educators trying to squeeze preparation for working with ELLs into already overflowing teacher preparation programs. Though many try, no one text can provide exhaustive information; there is simply too much to learn. This second edition instead provides readers with a road map to critical topics and to specific resources they can use independently to learn more, as they will surely need to do.

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5. Effective Instruction and Assessment: Good Teaching for ELLs Is Good Teaching



Effective Instruction and Assessment

Good Teaching for ELLs Is Good Teaching

If there is one thing we have learned from working with aspiring teachers, it is that they are impatient with theory and ever anxious to learn how to work effectively in classrooms. “Just tell me what to do,” they often plead, most often because they fear falling short of their own ideals. That is, they fear being in a classroom and finding themselves inadequately prepared to provide their students with the kinds of rich experiences that their most effective K–12 teachers provided to them. Teachers already in classrooms are similarly always interested in ideas for what they can do differently and more effectively. Our experience tells us, then, that many readers will be glad to have arrived at this chapter, where our goal is to offer some specific and practical guidelines, examples, and resources useful in designing classroom practice.

Before moving on to those practicalities, however, we want to bring synthesis and focus to the earlier chapters by explaining the ways in which all that has come before provides context for the pedagogies we discuss here. No classroom practice can be fully effective unless a teacher accepts the ethical and legal responsibility to serve all students (Chapter One). No practice can be fully effective unless a teacher is aware of the need to resist ethnocentrism and to create a culturally inclusive classroom (Chapter Two). Moreover, unless teachers understand...

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