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Educating English Language Learners in an Inclusive Environment

Youb Kim and Patricia H. Hinchey

As the number of English language learners across the United States – and indeed, the world – increases exponentially, it is critical that pre-service teachers be prepared. Many currently available instructional materials are written primarily for practicing teachers, not for pre-service teachers of the millennial generation who are likely to encounter cultural and linguistic diversity in their classrooms, but who are unlikely to have had experience interacting with diverse groups of children. This engaging and accessible text is specifically designed to help tomorrow’s teachers anticipate the diversity of contemporary classrooms and to understand and meet the needs of English language learners. Key topics are aligned with typical state standards for teacher preparation and include: culture, language, literacy development, effective instruction and assessment, programs, policies, politics, and teacher professionalism. In addition to distillations of essential information in these areas, the book provides an extensive directory of relevant resources that points the way to further study. Teacher educators, school district administrators, home school education programs, and pre-service teachers will all find Educating English Language Learners in an Inclusive Environment an invaluable addition to their professional libraries.
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5. Effective Instruction and Assessment: Good Teaching for ELLs Is Good Teaching

Extract

CHAPTER FIVE

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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