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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