Thoroughly updated, the second edition includes a description of the unique contributions of non-native-English-speaking teachers make to the teaching of English, up-to-date information on the demographics of English learners and the demand for English teachers worldwide, a profile of an elementary school with an innovative social-justice curriculum approach, suggestions about the use of learning centers in English-as-a-foreign-language elementary classrooms, an expanded definition of culture to include a contemporary emphasis on identity, a critical view about the study of gender and race in the classroom, new ways to incorporate volunteers into classroom instruction, ways to encourage qvirtual volunteering, q and finally project-based learning and service learning are combined in Chapter 15 as ways to link English learners with the larger community. --From publisher's description.To the contrary, learners are not empty a they lead complex lives full of thoughts, dreams, emotions, families, loyalties, problems, friendships, and enmities that can enrich their language ... Even if they purport to address the daily challenges met by immigrants, ELD books often contain dialogues featuring survival role- plays that are unrealistic, patronizing, or do not accurately describe social realities (cf.
|Title||:||Strategies for Teaching English Learners|
|Author||:||Lynne T. Díaz-Rico|
|Publisher||:||Allyn & Bacon - 2008|