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