Sure to get students engaged and thinking critically about CLD students, this text examines theory and research-based methods that are specific to and effective with CLD students and which promote linguistic and academic achievement. This text concentrates on ways in which the differential needs of CLD students can be mutually accommodated within various classroom settings. Focusing on answering the provocative question: “In what ways do the needs of CLD students differ from those of students whose culture and language correspond to the dominant culture/language in American society?,” students will gain an understanding of the complex realities that CLD students face as well as the differential language and transition needs of these students. The specific challenges and processes of the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography are explored in the text.
Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students informs educators in the field about national standards of best practice for CLD students. Readers will be able to use these standards to transform their practice to accommodate students who bring unique assets and needs to the classroom. By examining theory- and research-based methods that are specific to CLD students, Mastering ESL and Bilingual Methods shares with readers the complex realities that CLD students face on a daily basis and provides educators with strategies and techniques for enhancing the success of these students.
Important Features
- Standards of Best Practice at the beginning of every chapter align the content of each chapter with the nationally recognized TESOL/NCATE standards and the CEEE Guiding Principles.
- A Solid Pedagogical Plan―Theory into Practice, Dilemmas of Practice, Are You Aware, and Voices from the Field boxes are featured throughout the text.
- Differentiated Practice box in Chapter 2 provides a case study regarding a CLD student and describes ways in which a teacher might individualize instruction to meet the needs of the student.
- Fallacies and Facts boxes (in Chapter 4 and Chapter 10) present vignettes and describe facts and fallacies related to instructional issues.
- Self-Assessment Rubrics appear in Chapter 10.
- Assessment Tips and Strategies are included throughout the book.
Reviewers Are Raving
“The tables, figures and textboxes are excellent. Each chapter presented a unique set of these with relevant information throughout. I liked the 'voices from the field.'”
Judith O'Loughlin, New Jersey City University
“I think the book is excellent for both pre-service and in-service teachers. I like the simplicity and yet depth of how the topics are presented. Besides that, the topics are comprehensive for ESL instruction.”
Laura Sujo de Montes, Northern Arizona University
“I think the authors did an excellent job in including so many learning aids that may help the reader understand the myriad of terms, concepts, theories, instructional models, etc.”
Irma Guadarrama, University of Houston
About the Authors
Dr. Herrerra and Dr. Murry are co-directors of the CLASSIC ESL/Dual Language Program at Kansas State University. Dr. Herrerra is certified in elementary education, bilingual education, and school counseling. Dr. Murry's work in curriculum and instruction has focused on teacher and administrator preparation. Their recent publications have appeared in the Bilingual Research Journal, Educational Considerations, The Journal of Continuing Higher Education, and The Journal of Research in Rural Education.
