This book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.
The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miamis School of Education and Human Development in the Spring semester of 2018. The program, entitled Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI), contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.
This book offers practices and strategies for EAL classrooms, adaptable to various grade levels and backgrounds. It includes research and lessons from a professional learning program for Brazilian EFL teachers at the University of Miami, focusing on multiliteracies and innovative English language development methods.
Acknowledgment.
Chapter
1. Principles and Practices of the University of Miami 6-Week English
Language Certificate Program for High School English Teachers From Brazil;
Luciana C. de Oliveira, Ana Maria Menda, and Cristiane Vicentini.
Section I. Methods And Approaches.
Chapter
2. Multiliteracies for English as an Additional Language Teaching and
Learning; Luciana C. de Oliveira, Loren Jones, and Sharon L. Smith.
Chapter
3. Modified Guided Reading for English as a Foreign Language
Classroom Contexts; Mary A. Avalos.
Chapter
4. It's All About Relationships: (Re)Imagining Classroom Dynamics to
Foster Student Engagement; Lindsey A. Chapman, D'Annette Mullen, Rachel
Kaplan, and Alexis Freeman.
Chapter
5. Visual Thinking Strategies for Emergent Bilinguals; Ana Maria
Menda and Kristin W. Kibler.
Chapter
6. Integrating Multimodal Composition Technology in Interdisciplinary
Learning; Ji Shen, Blaine E. Smith, and Shiyan Jiang.
Chapter
7. Linguistic and Grammatical Knowledge Development Through Text;
Sabrina Sembiante and Christina Cavallaro.
Chapter
8. Innovative Approaches to Technology Integration in English
Language Teaching; Sharon L. Smith and Loren Jones.
Section II. Unit Plans: Lessons For English As An Additional Language
Classrooms.
Chapter
9. Deconstructing Stereotypes in the Classroom: A Unit Plan; Bruno
dos Santos Silva, Érica Amorim, and Mariana Rocha, with Cristiane Vicentini.
Chapter
10. Family at the Zoo; Ruby Rocha, with Cristiane Vicentini.
Chapter
11. Dance That Connects; Edlamir Coelho da Silva, José Roberto do
Nascimento Junior, and Josileide Ferreira Clemente, with Cristiane
Vicentini.
Chapter
12. Building Healthy Eating Habits: A Food Experience; Everton
Pereira Santos, Inźs Cortes da Silva, and Ricardo Souza Vasconcelos, with
Cristiane Vicentini.
Chapter
13. Cyberbullying: Developing Empathy in Elementary Students Through
Visual Thinking Strategies and Using Modal Verbs to Build Rules of Conduct in
the Classroom; Luciana de Lavor Nunes, with Cristiane Vicentini.
Chapter
14. Six Cs of a Family; Douglas dos Santos Fonseca, Maria Juliana
Assis de Oliveira, and Mirelly de Melo Santos, with Cristiane Vicentini.
Chapter
15. Visual Thinking Strategies Integrated in a Unit Plan: Do You Like
Broccoli Ice Cream? Antonio F. S. Neri, Luiz Fernando de Oliveira Nogueira,
and Marcelo Almeida dos Reis, with Cristiane Vicentini.
Chapter
16. What's Up? Reflections on the Use of Social Media in the English
as a Foreign Language Classroom; Alessandra Ribeiro Lacerda, Jane dos Santos,
and Rita de Kįssia Gomes Novaes de Lima, with Cristiane Vicentini.
Chapter
17. A Critical Literacy Lesson; Gisele Fernandes Loures, José Raphael
Moreira da Silveira, and Lorena Norberta da Silva, with Cristiane Vicentini.
Chapter
18. Connecting the Dots to Language and Identity: Relating the Self
to the Target Language in an EFL Setting; Laķs Amélia Silva Lobo, with
Cristiane Vicentini.
Chapter
19. Cultivating Multimodal Construction With a Mentor Text: Rosa
Parks; Fernanda Santos da Silva Queiroz, with Cristiane Vicentini.
Chapter
20. Deconstructing Stereotypes; Everton Marques da Silva and Lucélia
Ramos Alcāntara, with Cristiane Vicentini.
Chapter
21. From Muralism to Street Art: An Imaginary Trip to the Wynwood Art
District; Kelly Cristina Oliveira da Silva and Victor Ernesto Silveira Silva,
with Cristiane Vicentini.
About the Authors.
Biežāk uzdotie jautājumi par e-grāmatām