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Practical, On-the-job Help for Educators Who Work with Spanish-Speaking Students and Parents This compact, phrase-packed resource provides all the vocabulary that teachers, administrators, and staff need to communicate effectively with Spanish-speaking students and their parents. It's written expressly for teachers and staff, so users will find all of the phrases and vocabularythey need to tackle everything from student admissions to college counseling. Complete with pronunciations for all listings, this hands-on guide efficiently bridges the communication gap between educators and Spanish-speaking students.
An informal self-teaching course in Spanish for teachers and school employees emphasizes the key phrases that arise in educational contexts and when dealing with students and their parents, and introduces basic vocabulary and grammar.
This book is written for middle and high school Spanish teachers. Its subject matter covers material normally taught in first year Spanish class. The book is divided into 10 parts. There are 31 lessons each one preceded by its objective, its method of accomplishment, and its outcome. Most of the 40 exercises have 20 or more items. Each exercise is accompanied by its solution. The modular design of each lesson enables it to stand on its own so you can easily fit it into your teaching schedule and carriculum insted of the other way around. This structure also makes it ideally suited for review. My unique 3-step approach to conjugating regular verbs, enables the student to easily grasp the mechanics of the operation, and, when necessary, enables her/him to diagnose and correct errors. You will find a verb bank of regular verbs, a verb bank of reflexive verbs, ample listings of stem-changing verbs, a listing of popular activities, a pronunciation guide to high frequency words, and two appendices.
Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.
In an era of accountability and increased demand of literacy competency, this book provides examples of how teacher educators and teachers have come together to learn from each other and from English learners. The chapters in this book follow a teacher learning framework that highlights joint work, features inquiry into practice and integrates disciplinary content knowledge with culturally and linguistically responsive teaching. While the chapters feature different venues for teacher learning, they all depict the process of teachers and teacher educators striving to integrate English learner instruction into mainstream teacher education. This book will be a resource for faculty in teacher education programs and for administrative personnel in school districts to illustrate the process of building authentic collaborations that can improve teacher learning and understanding about English learner instruction.
This book addresses the complex issues that arise in school-university collaborative action research projects. Employing sociocultural perspectives on examining professional practices of in-service teachers, it examines the complexities of negotiating beliefs, identities and interpersonal relations when educators from two different institutional cultures collaborate. Specifically, the book explores issues such as the discourses that are operative in school-university collaboration for English language teacher education; the way in which beliefs, interpersonal relations and identities are negotiated in school-university partnership; what tensions and complexities operate in collaborative action research discourse in an educational context; and how school-university collaboration can be achieved. The book adopts a critical perspective and provides arguments from a non-Western sociocultural perspective.