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How the ELL brain learns /
From the Back Cover: Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
Calif. : Corwin Press,
2011.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Sousa, David A. | |
| 245 | 1 | 0 | |a How the ELL brain learns / |c David A. Sousa. |
| 260 | |a Thousand Oaks : |b Calif. : |b Corwin Press, |c 2011. | ||
| 300 | |a 1 online resource (xii, 273 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references (pages 244-260) and index. | ||
| 505 | 0 | |a List of teaching tips -- About the author -- Acknowledgments -- Introduction -- Who are English language learners? -- Academic achievement of ELLs -- About this book -- Questions this book will answer -- Chapter contents -- Other helpful tools -- What do you already know? -- Chapter 1: Learning The First Language(s) -- Spoken language comes naturally -- Processing spoken language -- Role of the mirror neuron system -- Gender differences in language processing -- Structure of language -- Learning phonemes -- Learning words and morphemes -- Syntax and semantics -- From words to sentences -- Components of speaking and understanding language -- Levels of language comprehension -- Explicit comprehension -- Inferred comprehension -- Learning two first languages -- Are monolingual and bilingual brain's different? -- Do the two languages use the same or different brain regions? -- How do the two languages interact during speech? -- Can learning the school language too soon delay the first language? -- What's coming -- Key points to ponder -- Chapter 2: Learning A New Language (English) Later -- Challenge of acquiring a new language later -- Impact of the first language on acquiring the second language -- Impact of acquiring the second language on the first language -- Learning English is not easy -- Brief history of English -- Some considerations of learning English -- Impact of culture on learning a new language -- Other considerations for ELLs -- What 's coming -- Key points to ponder -- Chapter 3: Teaching English Language Listening And Speaking -- Searching for the best model -- How effective are immersion programs? -- Value of direct instruction -- Listening -- Assessing listening skills -- Metacognitive component of developing listening skills -- Speaking -- Overcoming reluctance to speak English -- Vocabulary -- Pronunciation -- Stress on words and sentences -- What's coming -- Teaching tips -- Key points to ponder -- Chapter 4: Teaching English Language Reading And Writing -- Reading -- Early stages of reading -- Letters to words -- Helping ELLs learn to read in English -- Writing -- Mechanics of writing -- Developing proficiency in writing and composition -- What's coming -- Teaching tips -- Key points to ponder -- Chapter 5: Teaching Language Arts And Social Studies -- Language components of learning content in English content-area reading -- Teaching English language arts to ELLs -- Language issues -- Cognitive and metacognitive issues -- Sociocultural issues -- Pedagogical issues -- Teaching social studies to ELLs -- Language issues -- Sociocultural issues -- Pedagogical issues -- What's coming -- Teaching tips -- Key points to ponder. | |
| 505 | 0 | |a Chapter 6: Teaching Mathematics And Science -- Teaching mathematics to ELLs -- Language issues -- Cognitive issues -- Sociocultural issues -- Pedagogical issues -- Teaching science to ELLs -- Language issues -- Sociocultural issues -- Pedagogical issues -- What's coming -- Teaching tips -- Key points to ponder -- Chapter 7: Recognizing And Addressing Problems In Learning English -- Learning problem or learning disability? -- Dilemmas in identifying ELLs with disabilities -- What current research says -- Problems developing oral language proficiency -- Problems with reading in English -- Using valid assessment instruments -- Helping ELLs with learning disabilities -- Teacher preparation -- Response to intervention (RTI) -- Overcoming reading problems -- Overcoming problems in mathematics and science -- Overcoming writing problems -- What's coming -- Teaching tips -- Key points to ponder -- Chapter 8: Putting It All Together -- Diversity of English language learners -- Misconceptions about ELLs and English language acquisition -- Basic components for ELL instruction -- Professional development for ELL teachers -- What other teachers can do -- Enhancing ELL literacy -- Using technology -- Gifted and talented ELLs -- Identifying gifted and talented ELLs -- Conclusion -- Teaching tips -- Key points to ponder -- Glossary -- References -- Resources -- Index. | |
| 520 | |a From the Back Cover: Teachers are more likely to succeed if they have a deeper understanding of the challenges students face in trying to learn English and course content simultaneously. How the ELL Brain Learns combines current research on how the brain learns language with strategies for teaching English language learners in K-12 classrooms. Award-winning author and brain research expert David A. Sousa describes the linguistic reorganization needed to acquire another language after the age of 5 years. He supplements this information with immediately applicable tools, including a self-assessment pretest for gauging your understanding of how the brain learns languages; ready-to-use brain-compatible strategies for teaching English learners across the curriculum; an entire chapter about how to detect English language learning problems, with sections on the social, cultural, and physical causes. Each chapter features teaching tips that translate the research into step-by-step classroom applications. Also included are intervention strategies to use with struggling ELLs, including methods for working with older students. | ||
| 588 | 0 | |a Print version record. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a English language |x Study and teaching |x Foreign speakers. | |
| 650 | 0 | |a Language and languages |x Study and teaching. | |
| 650 | 0 | |a Second language acquisition. | |
| 650 | 6 | |a Anglais (Langue) |x Étude et enseignement |x Allophones. | |
| 650 | 6 | |a Langage et langues |x Étude et enseignement. | |
| 650 | 6 | |a Langue seconde |x Acquisition. | |
| 650 | 7 | |a FOREIGN LANGUAGE STUDY |x English as a Second Language. |2 bisacsh | |
| 650 | 7 | |a English language |x Study and teaching |x Foreign speakers |2 fast | |
| 650 | 7 | |a Language and languages |x Study and teaching |2 fast | |
| 650 | 7 | |a Second language acquisition |2 fast | |
| 758 | |i has work: |a How the ELL brain learns (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGPyVhvf3dvjywFyMxFHqP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Sousa, David A. |t How the ELL brain learns. |d Thousand Oaks : Calif. : Corwin Press, 2011 |z 9781412988346 |w (DLC) 2010031504 |w (OCoLC)648921809 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1051601 |z Texto completo |
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