Planning and Teaching Creatively Within a Required Curriculum for School-Age Learners

TESOL’s Language Curriculum Development Series

Penny McKay, Volume Editor

Kathleen Graves, Series Editor 


Table of Contents

Series Editor's Preface
Acknowledgments

CHAPTER 1: Teachers Introducing Change in Required Curricula for School-Age English Language Learners:  Influences and Processes
Penny McKay

CHAPTER 2: And Goldilocks Said, “This Bed is Juuuuust Right”: The Four-Year Journey of a High School Composition Class
Ellen Scattergood with Martha Clark Cummings

CHAPTER 3: A Collaborative Action Research Approach to Improving Vocabulary Teaching in Taiwan
Yuh-show Cheng and Hsi-nan Yeh

CHAPTER 4: Strengthening Language Arts in English Language Teaching in Hong Kong
Angela Mok, Alice Chow, and Winnie Wong

CHAPTER 5: Adaptation and Contingency: Teaching History to Learners of English as an Additional Language in the Mainstream Classroom
Charlotte Franson and Manny Vasquez

CHAPTER 6: Local Adaptations to Meet National Requirements:  Using Role-Play and Text-Modeling Strategies to Enable Young English Learners to Access the National Curriculum
Jacinta Waters

CHAPTER 7: Integrated Content Area Units for ESL Students in an Australian Primary School
Karen Dooley, Michelle Hamlin, Nicole King, Therese O’Brien and Kerry Powell

CHAPTER 8: The Potential of Peer Scaffolding for ESL Students in the Mainstream Class
Jenny Hammond

CHAPTER 9: Literature Study Circles and the Social Development of ESL Learners
Irina Maslennikova

CHAPTER 10: Teaching Values in Action:  A Content-Based, Activity-Based Human Rights Unit for Adolescent ESL Students
Isle Slotin and Seonaigh MacPherson

CHAPTER 11: Steps for Planning an Integrated Program for ESL Learners in Mainstream Classes
Pauline Gibbons