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Pearson resoUrCes For TeaCHInG enGLIsH Learners
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ISBN-13: 978-0-13-359497-3 en
ISBN-10: 0-13-359497-1 t
s
9 0 0 0 0
Third
Edition
www.pearsonhighered.com 9 780133 594973
Socorro G. Herrera Kevin G. Murry
butuh lengkap hub
[email protected]
Mastering ESL/
EFL Methods
Differentiated Instruction for
Culturally and Linguistically
Diverse (CLD) Students
Third Edition
Socorro G. Herrera
Kansas State University
Kevin G. Murry
Kansas State University
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A01_HERR4973_FM_ppi-xviii.indd 1 10/10/14 10:37 AM
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Library of Congress Cataloging-in-Publication Data
Herrera, Socorro Guadalupe, author.
[Mastering ESL and bilingual methods]
Mastering ESL/EFL methods : differentiated instruction for culturally and linguisti-
cally diverse (CLD) students / Socorro G. Herrera, Kansas State University ; Kevin G.
Murry, Kansas State University. -- Third Edition.
p. cm
Includes bibliographical references and index.
ISBN 978-0-13-359497-3
ISBN 0-13-359497-1
1. English language—Study and teaching—Foreign speakers. 2. English language—
Study and teaching—United States. 3. Multicultural education—United States.
4. Language and culture— United States. I. Murry, Kevin G., editor. II. Title.
PE1128.A2H4675 2014
428.0071—dc23
2014034510
10 9 8 7 6 5 4 3 2 1
ISBN-10: 0-13-359497-1
ISBN-13: 978-0-13-359497-3
A01_HERR4973_FM_ppi-xviii.indd 2 20/10/14 6:24 PM
Este libro está dedicado a la memoria de nuestras madres,
cuyos sacrificios y dedicación han abierto tantas puertas
que sin ellas se hubieran quedado cerredas,
sueños que hubieran sido sólo posibilidades.
To the memory of our mothers, Esther Jaquez de Herrera
and Sammie Arline Ellis Murry, without whose sacrifice
and perseverance so many doors might have remained closed,
so many dreams remained just possibilities.
A01_HERR4973_FM_ppi-xviii.indd 3 10/10/14 10:37 AM
■ a b o u t t h e a u t h o r s
Dr. Socorro Herrera is a professor in the Department of Curriculum and
Instruction in the College of Education at Kansas State University and directs the
Center for Intercultural and Multilingual Advocacy (CIMA). Her K–12 teach-
ing experience includes an emphasis on literacy development, and her research
focuses on literacy opportunities with culturally and linguistically diverse (CLD)
students, reading strategies, and teacher preparation for diversity in the class-
room. Dr. Herrera has authored six textbooks and numerous articles for pub-
lication in journals such as the Bilingual Research Journal, Journal of Hispanic
Higher Education, Journal of Research in Education, Journal of Curriculum and
Instruction, and Journal of Latinos and Education. In addition to her writing,
Dr. Herrera conducts multistate and international professional development on
issues related to teacher preparation for preservice teachers, biography-driven
instruction, and classroom accommodations for CLD students.
Dr. Kevin Murry is an associate professor in the Department of Curriculum and
Instruction in the College of Education at Kansas State University and Director
of Research and Development for the Center for Intercultural and Multilingual
Advocacy (CIMA). His scholarship has emphasized the professional development
of general education teachers for the assets/needs of culturally and linguisti-
cally diverse (CLD) students. Dr. Murry’s recent research and publications have
emphasized teacher readiness for best practice with CLD students, culturally
responsive teaching, and the cross-cultural dynamics of critically reflective teach-
ing. In addition to his textbook and chapter publications, he has contributed
articles to journals such as Cultural Studies in Science Education, Journal of
Curriculum and Instruction, and Journal of Teaching and Learning.
iv
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■ c o n t e n t s
About the Authors iv
Preface xi
■ p a r t o n e
Hallmarks of Accommodative Instruction 1
■ c h a p t e r 1
Multidimensional Foundations of Methods for
Culturally and Linguistically Diverse Students 2
Rapidly Changing Demographic Patterns and Student Diversity 3
Describing Cultural and Linguistic Diversity in the Classroom 4
Key Terms and Acronyms: It’s All in the Context 7
The CLD Student: Asset or Liability? 8
Recognizing the Realities of Cultural and Linguistic
Diversity in the Classroom 9
The Prism Model and Beyond: Understanding Students from a Holistic Perspective 10
The Sociocultural Dimension of the CLD Student Biography 12
Connect, Engage, Challenge 27
Tips for Practice 28
■ c h a p t e r 2
Cognitive and Academic Dimensions of Methods
for Culturally and Linguistically Diverse Students 30
The Cognitive Dimension of the CLD Student Biography 32
Cognitive Challenges 33
Cognitive Processes 42
Cognitive Dimension: Implications for Classroom and School
Practice across All Contexts 46
v
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vi Contents
The Academic Dimension of the CLD Student Biography 48
Academic Challenges 48
Academic Processes 52
Academic Dimension: Implications for Classroom and School Practice 56
Connect, Engage, Challenge 58
Tips for Practice 59
■ c h a p t e r 3
Linguistic Dimension of Methods for Culturally and
Linguistically Diverse Students 61
The Linguistic Dimension of the CLD Student Biography 63
Dynamics of First Language Acquisition (FLA) 63
Differences between First and Second Language Acquisition 64
Demands of Second Language Acquisition (SLA) 67
Challenges of the Linguistic Dimension 68
Time Required for Second Language Acquisition 69
Exposure to Authentic Literacy Instruction and Activities 70
Processes of the Linguistic Dimension 73
Linguistic Process of Second Language Acquisition 73
Linguistic Process of Understanding Concepts about Print 80
Linguistic Dimension: Implications for Classroom and School Practice 85
Instructional Planning for CALP Development in L1 and L2 85
Anticipating and Preassessing for the Array of Student Biographies 87
Fostering Communicative, Constructivist Language Acquisition Environments 91
Connect, Engage, Challenge 96
Tips for Practice 98
Assessment Tips and Strategies 99
■ p a r t t w o
Accommodation Readiness 101
■ c h a p t e r 4
Changing Perspectives in Platform Development
for Instructional Methods 102
Effective Program Models for CLD Students: Research and Analysis 104
Predictors of Academic Success among CLD Students 105
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Contents vii
Findings of Research: The Case for Bilingual Education 105
Bilingual Education and the SUP–CUP Distinction 107
When the Ideal Is Not Ideal 110
Complicating Variables 110
Range of Program Models for CLD Students 113
English as a Second Language (ESL) 113
Transitional Bilingual Education 116
Developmental Bilingual Education 119
Two-Way Immersion 121
Limited-Use Program Models 123
Sociopolitical Foundations of Quality Programming 125
Taking a Stand for CLD Students 127
Connect, Engage, Challenge 127
Tips for Practice 130
■ c h a p t e r 5
A Framework of Accommodation Readiness 131
The Accommodation Readiness Spiral 134
Levels of Readiness 134
Forms of Readiness 136
Readiness for Critical Reflection on Practice 138
Reflection 140
Critical Reflection 142
Readiness for CLD Students and Families 143
Semi-Structured Conversations and More 144
Environmental Readiness 149
The External Environment 149
The Internal Environment 152
Curricular Readiness 154
Curriculum Trends 156
Curriculum Essentials 156
Programming and Instructional Readiness 159
Decision Making without a Current Program Model 159
Decision Making with a Current Program Model 161
Programming and Instructional Readiness through Advocacy 161
Readiness for Application and Advocacy 162
Readiness for Theory-into-Practice Applications 162
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viii Contents
Readiness for Differentiated Instruction 163
Readiness for Advocacy 165
The Readiness Spiral: Implications for Teaching and Learning 171
Connect, Engage, Challenge 173
Tips for Practice 177
■ p a r t t h r e e
Professionalism in Practice 179
■ c h a p t e r 6
Planning and Grounding Instructional
Methodology 180
A Common Use of Terms Enables
Communication 182
Approach 183
Method 185
Strategy 186
Technique 188
Consistency in Practice 189
Three Dominant Approaches to Second Language Instruction 189
Grammatical Approach 189
Communicative Approach 195
Cognitive Approach 205
Connect, Engage, Challenge 211
Tips for Practice 216
Assessment Tips and Strategies 217
■ c h a p t e r 7
The Integrated Content-Based Method
of Instruction 219
Evolution of Content-Based Instruction 223
Content-Centered Methods of Instruction 224
Integrated Content-Based Instruction 224
Benefits of ICB Instruction for CLD Students 225
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