Now in its 6th Edition, this classic text integrates theory and practice to provide comprehensive coverage of bilingual and ESL education. The text covers the foundations of bilingual and ESL education and provides a strong focus on what the teacher needs to know in a bilingual classroom. Woven throughout the text are quotes from bilingual and ESL students and teachers that illuminate the bilingual/ESL learning and teaching experience. Bilingual and ESL Classrooms is written for both preservice and experienced educators serving grades pre-K through 12-mainstream, bilingual, ESL, and special education teachers, as well as administrators, school counselors, and educational policymakers.
New in the Sixth Edition
This sixth edition presents updated research on and expanded coverage of key issues related to the education of English language learners in the United States such as continuing controversies and findings in demographics, the impact of globalization on K-12 public schooling, evidence-driven teaching practices, white normativity, using technologies developed for language minority populations, making sense of Census 2010, and achievement levels of ELLs in math and science. More specifically, this sixth edition includes:
*Coverage of the 2015 Every Student Succeeds Act.
*An expanded and updated "Human Face of Bilingual Students and ELLs."
*A revised, co-authored student chapter.
*A thoroughly revised assessment chapter.
*A revised chapter on bilingual special education.
CARLOS J. OVANDO is Professor Emeritus, School of Transborder Studies, College of Liberal Arts and Sciences, Arizona State University. Before joining the School of Transborder Studies, he served as associate dean of Teacher Education and director of the Division of Curriculum and Instruction in the Mary Lou Fulton College of Education. MARY CAROL COMBS is an associate professor in the Department of Teaching, Language and Sociocultural Studies, University of Arizona, in Tucson. Her research explores the intersections between language and education policies, school funding, and public perceptions about immigration and schooling, particularly in the state of Arizona.
Foreword -Terrence G. Wiley Preface PROLOGUE: CARLOS'S STORY CHAPTER 1: STUDENTS CHAPTER 2: POLICY AND PROGRAMS CHAPTER 3: TEACHING CHAPTER 4: LANGUAGE CHAPTER 5: CULTURE CHAPTER 6: MATHEMATICS AND SCIENCE CHAPTER 7: SOCIAL STUDIES CHAPTER 8: ASSESSMENT CHAPTER 9: BILINGUAL SPECIAL EDUCATION CHAPTER 10: SCHOOL AND COMMUNITY Afterword-Eugene E. Garcia Glossary References