Cover
Acknowledgements
1. Language and Identity
1.1. What Is a Speech Community?
1.2. Coercive vs. Collaborative Relations
1.3. Language Minority Stories
2. Who Are English Learners?
2.1. Reflection Model
2.2. Inclusive Pedagogy
2.2. Makoto Critical Incident
2.3. Assumptions to Rethink about English Learners
2.4. Critical Learning Domains
3. Understanding Theory
3.1. Communication, Pattern, and Variability
3.2. Five Curriculum Guidelines
3.3. Indicators of Instructional Conversation (IC)
3.4. Indicators of the Standards for Effective Pedagogy
3.5. Standards for Effective Pedagogy
3.6. Examining Current Realities
4. Input
4.1. Input and Native Language Acquisition
4.2. Input and Second Language Acquisition
4.3. The Interdependence Hypothesis
4.4. The Threshold Hypothesis
4.5. Vocabulary Development and Language Transfer
4.6. Text Modification
5. Interaction
5.1. Code Switching and Interaction
5.2. Characteristics of Modifications for Interaction
5.3. How Can Teachers Help Second Language Learners Begin to Communicate?
5.4. Classroom Routines and Participation Structures
5.5. We Can Talk: Cooperative Learning in the Elementary ESL Classroom
6. Stages of Development
6.1. Proficiency Levels Defined
7. Errors and Feedback
7.1. Points to Remember About Errors
7.2. Effective and Appropriate Feedback for English Learners
8. Types of Proficiencies
8.1. Fostering Second Language Development in Young Children
8.2. Instructional Conversation in Native American Classroom
8.3. Student Motivation to Learn
8.4. Language Learning Strategies: An Update
8.5. Three Misconceptions about Age and L2 Learning
9. Types of Performances
9.1. Understanding BICS and CALP
9.2. The Order of Acquisition and The Order of Use
9.3. Schumann's Acculturation Model
9.4. Implications From the Threshold and Interdependence Hypotheses
9.5. Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners
10. Classroom Practices and Language Acquisition
Index
2.3

Assumptions to Rethink about English Learners

Consider the following assumptions that are commonly made about English learners. Reflect on what your own assumptions and experiences might be. 

Assumptions about English Learners

Assumption #1: ELLs are homogeneous.

Assumption #2: All ELLs are immigrants.

Assumption #3: Parents of ELLs do not speak English.

Assumption #4: ELLs are fluent in their native language.

Assumption #5: English-language proficiency is an indicator of intellect.

Assumption #6: Social English proficiency equates with academic English proficiency.

Assumption #7: Using a native language in school interferes with English-language acquisition.

Assumption #8: English is their second language.

Assumption #9: A classroom buddy is a translator.

Assumption #10: Communication is not possible because of language barriers.

Then read an article by Anabel Gonzalez from Education Week discussing how reality differs from these assumptions. 

References

Gonzalez, A. (2016, November 1). 10 Assumptions to Rethink about English-Langauge Learners. Retrieved from https://www.edweek.org/tm/articles/2016/11/01/10-assumptions-to-rethink-about-english-language-learners.html

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