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Chapter 1 Foundations in Teaching for Biliteracy |
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1 | (22) |
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1 | (1) |
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What Do We Mean by Teaching for Biliteracy? |
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2 | (2) |
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4 | (1) |
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Sociolinguistic Premises About Teaching for Biliteracy |
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5 | (9) |
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The Stratification of Languages in Society |
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5 | (3) |
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A Holistic, Multilingual View of Bilingual Learners |
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8 | (2) |
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Contrastive Analysis between Languages |
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10 | (4) |
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Creating Bilingual Units of Instruction: A Biliteracy Unit Framework |
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14 | (1) |
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Planning for Biliteracy at the Classroom Level from the Learner's Perspective |
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15 | (4) |
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19 | (2) |
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Allocating Language and Content in Dual-Language Programs |
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19 | (1) |
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Allocating Language and Content in Developmental and Transitional Bilingual Programs |
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20 | (1) |
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Planning for Biliteracy in Heritage Language Programs |
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21 | (1) |
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Activities for Reflection and Action |
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21 | (2) |
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Chapter 2 Students: A Multilingual Perspective |
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23 | (13) |
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23 | (1) |
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Beginning with the Learner |
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23 | (1) |
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Biliteracy Learner Profiles |
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24 | (5) |
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Carmen: A Newly Arrived Immigrant from a Spanish-Only Home |
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25 | (1) |
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Paulo: A First-Generation U.S. Student with Oral Proficiency in Spanish and English |
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25 | (1) |
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Antonio: A Newly Arrived Immigrant with Educational Experience in Spanish |
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26 | (1) |
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Lucia: A Heritage Spanish Speaker in a Spanish-for-Native-Speakers Program |
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27 | (2) |
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Hannah: A Dual-Language-Program Student from an English-Only Home |
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29 | (1) |
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Key Characteristics That Distinguish Bilingual Learners |
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29 | (3) |
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Linguistic Characteristics |
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29 | (1) |
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30 | (2) |
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32 | (1) |
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Collecting Information About Students: Tools and Strategies |
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32 | (2) |
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The Kind of Information to Collect |
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32 | (1) |
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How to Collect Information |
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33 | (1) |
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Instructional Strategies That Inform While Teaching |
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34 | (1) |
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Meeting the Needs of Different Learners |
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34 | (1) |
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Biliteracy Learner Profiles and the Three Premises |
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34 | (1) |
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Activities for Reflection and Action |
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35 | (1) |
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Chapter 3 Teachers: Capitalizing on Life Experiences and Diversity |
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36 | (12) |
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36 | (1) |
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36 | (6) |
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Elena: Normalista from Mexico |
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36 | (3) |
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39 | (1) |
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Susan: Adult Learner of Spanish |
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40 | (2) |
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Teacher Collaboration and Reflection |
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42 | (4) |
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Engaging in Self-Reflection |
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44 | (1) |
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Addressing the Strengths and Challenges of Each Teacher |
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44 | (2) |
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Teacher Profiles and the Three Premises |
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46 | (1) |
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Activities for Reflection and Action |
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47 | (1) |
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Chapter 4 Planning the Strategic Use of Two Languages |
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48 | (18) |
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48 | (1) |
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Planning for the Teacher's Use of Language |
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48 | (2) |
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Planning Students' Cross-Linguistic Development: The Bridge |
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50 | (1) |
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Unit Planning for the Strategic Use of Two Languages |
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51 | (10) |
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Integrating Language Arts and Content-Area Instruction |
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51 | (1) |
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Beginning with a Concrete Activity |
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52 | (4) |
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Moving from the Concrete to the Abstract |
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56 | (1) |
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Reading and Writing Comprehensible Text |
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57 | (3) |
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Making Cross-Linguistic Connections through the Bridge |
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60 | (1) |
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The Biliteracy Unit Framework and the Three Premises |
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61 | (1) |
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Activities for Reflection and Action |
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62 | (4) |
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Chapter 5 Language Resources, Linguistic Creativity, and Cultural Funds of Knowledge |
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66 | (12) |
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66 | (1) |
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The Importance of Oral Language |
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66 | (1) |
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Oral Language Development of Bilingual Learners |
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67 | (2) |
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Simultaneous Bilingual Development |
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67 | (1) |
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Sequential Bilingual Development |
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68 | (1) |
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Recognizing and Building on Students' Oral Language and Background Knowledge |
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69 | (5) |
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Linguistic Creativity of Bilingual Learners: Using Spanish and English Together |
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69 | (2) |
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71 | (1) |
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Student Background Knowledge |
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72 | (1) |
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Student Funds of Knowledge |
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73 | (1) |
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Teachers as Learners: Strategies for Learning About Students |
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74 | (2) |
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Analysis of Student Linguistic Creativity |
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75 | (1) |
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Tapping into Student Language and Cultural Resources |
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76 | (1) |
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Oral Language, Background Knowledge, and the Three Premises |
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76 | (1) |
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Activities for Reflection and Action |
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77 | (1) |
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Chapter 6 Building Background Knowledge |
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78 | (10) |
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78 | (1) |
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Student Funds of Knowledge and Linguistic Creativity in the Classroom |
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78 | (1) |
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Implementing the Biliteracy Unit Framework |
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79 | (1) |
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Strategies That Support the Development of Background Knowledge and Academic Language |
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80 | (4) |
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Total Physical Response and Adapted Readers' Theater |
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81 | (1) |
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81 | (1) |
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82 | (1) |
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Field Trip, Experiment, and Movie |
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82 | (1) |
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Word Sort and Sentence Prompts |
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83 | (1) |
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Other Strategies for Developing Background Knowledge and Academic Oral Language |
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83 | (1) |
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Strategies for the Continued Support of Academic Language in the Classroom |
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84 | (3) |
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85 | (1) |
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Formal and Informal Language Anchor Charts |
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85 | (1) |
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Contrastive Analysis of Language |
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86 | (1) |
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Building Background Knowledge and Academic Oral Language and the Three Premises |
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87 | (1) |
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Activities for Reflection and Action |
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87 | (1) |
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Chapter 7 Reading Comprehension |
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88 | (11) |
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88 | (1) |
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The Importance of Comprehension in Literacy Instruction |
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88 | (4) |
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The Inseparability of Reading Comprehension and Reading Skills |
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88 | (2) |
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The Interacting Elements of Comprehension: Reader, Text, and Context |
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90 | (2) |
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Creating a Classroom That is Focused on Comprehension |
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92 | (3) |
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92 | (1) |
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Picture Walk, Read Aloud, Talk to Your Partner, and Sentence Prompts |
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92 | (2) |
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Language Experience Approach |
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94 | (1) |
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94 | (1) |
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95 | (1) |
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Classroom Routines That Enhance Comprehension: Sustained Silent Reading and Readers' Interviews |
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95 | (2) |
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Reading Comprehension and the Three Premises |
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97 | (1) |
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Activities for Reflection and Action |
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98 | (1) |
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Chapter 8 Writing: A Multilingual Perspective |
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99 | (15) |
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99 | (1) |
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Learning to Write in Spanish in the United States: An Integrated Approach |
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99 | (1) |
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From Oral Language to Print |
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100 | (4) |
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Emergent Writing at the Word Level |
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101 | (1) |
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Emergent Writing and Discourse Pattern |
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101 | (3) |
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Writing Strategies That Respect and Reflect All the Language Resources of Two-Language Learners |
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104 | (4) |
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Language Experience Approach |
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104 | (2) |
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106 | (1) |
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107 | (1) |
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Teaching and Assessing Writing with a Multilingual Perspective |
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108 | (4) |
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An Integrated Approach to Teaching Writing and the Three Premises |
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112 | (1) |
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Activities for Reflection and Action |
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112 | (2) |
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Chapter 9 Word Study and Fluency: The Dictado and Other Authentic Strategies |
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114 | (19) |
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114 | (1) |
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A Constructive Approach to Word Study |
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114 | (1) |
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Matching Word Study to the Structure of the Language |
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115 | (3) |
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Word Study and Initial Literacy Instruction in Spanish |
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118 | (1) |
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Spanish Word-Study Strategies |
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119 | (9) |
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Phonological Development in the Primary Grades |
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120 | (2) |
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Word Walls and Anchor Charts in Spanish |
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122 | (4) |
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126 | (2) |
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Assessing Word-Study Growth |
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128 | (2) |
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130 | (1) |
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Word Study and Fluency and the Three Premises |
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131 | (1) |
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Activities for Reflection and Action |
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131 | (2) |
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Chapter 10 The Bridge: Strengthening Connections between Languages |
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133 | (18) |
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133 | (1) |
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Bridging Rather Than Transitioning: Moving From a One-Way Street to a Two-Way Bridge |
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133 | (1) |
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Bridging and the Strategic Use of Two Languages |
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134 | (1) |
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Key Characteristics of the Bridge |
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135 | (8) |
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Focus on Language Through the Use of a Concrete Activity |
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135 | (1) |
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Active Student Engagement |
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136 | (4) |
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140 | (3) |
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Important Elements of the Bridge |
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143 | (4) |
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143 | (1) |
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143 | (1) |
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144 | (1) |
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Knowledge of Spanish That Students May Use in English |
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144 | (3) |
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Considerations for Successful Uses of the Bridge |
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147 | (1) |
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147 | (1) |
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Where the Bridge Fits in the Overall Instructional Plan |
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147 | (1) |
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Process: Students Anchor the Bridge |
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148 | (1) |
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Sample Extension Activities for 1st Grade and High School |
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148 | (1) |
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Bridging and the Three Premises |
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149 | (1) |
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Activities for Reflection and Action |
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149 | (2) |
| Glossary |
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151 | (4) |
| How Spanish Works |
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155 | (12) |
| References |
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167 | (4) |
| Index |
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171 | |
Biežāk uzdotie jautājumi par e-grāmatām