ESL-7200

Hollie, S., & Allen, B. (2018). Culturally and linguistically responsive teaching and learning: Classroom practices for student success (2nd Ed.). Shell Education.
Read Chapter 4: Is My Vocabulary Instruction Culturally Responsive?, Chapter 5: Is My Academic Literacy Instruction Culturally Responsive? and Chapter 6: Is My Academic Language Instruction Culturally Responsive?

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Browse and consider citing any remaining chapters in your assignment this week. For example, you may want to cite specific information in this book that relates to the audience of your poster session for this week’s assignment.

Henry, L., & Rios, C. (2013). Using teaching tolerance resources to prepare future teachers. NAAAS & Affiliates Conference Monographs, 337–347.
Teaching Tolerance Resources are myriad and vast. The authors of this article provide direction for your search through and use of the Teaching Tolerance Resources. Consider your role as a teacher-leader and teacher-researcher in teaching today’s ELL students and in working with other professionals in the field.

Wong, C.-Y., Indiatsi, J., & Wong, G. K. W. (2016). ESL teacher candidates’ perceptions of strengths and inadequacies of instructing culturally and linguistically diverse students: Post clinical experience. Journal of Cultural Diversity, 23(2), 57–64.
As you complete your assignment for this week, this article will help you to consider how some teachers reflected on their own local teaching contexts.

Teaching ESL students in the mainstream classroom [Video file]. (2010). Retrieved December 9, 2019.
This video (25 minutes in length) contains examples of ELL students and their teachers in the mainstream classroom, which will help you to consider similarities and differences to your own local context.

Clark, S. (2014). Avoiding the blank stare: Teacher training with the gradual release of responsibility in mind. English Teaching Forum, 52(2), 28–35.
The Gradual Release of Responsibility Model is useful in almost all teaching situations but is particularly helpful in scaffolding the ongoing learning of ELL students as they work on both content and language skills/proficiency.