- xxii, 392 p. : ill. ; 24 cm.
- Additional Authors
- Edwards, Patricia A.Li, Guofang,
- ""This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and on Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers."---Margarita Jimenez-Silva, EdD, Arizona State University" ""A rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning."---Yvonne S. Freeman, PhD, University of Texas at Brownsville" ""Informative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader's own purposes."---Robert Rueda. PhD, University of Southern California" "In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school-home-community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text."--BOOK JACKET.Includes bibliographical references and index.Introduction / Guofang Li and Patricia A. Edwards -- Improving achievement for English learners : conclusions from recent reviews and emerging research / Claude Goldenberg -- Language development and the education of dual-language-learning children in the United States / Eugene E. García and Erminda H. García -- Principles for teaching young ELLs in the mainstream classroom : adapting best practices for all learners / Ellen McIntyre -- Engaging young ELLs with reading and writing / Diane M. Barone -- Principles for writing practices with young ELLs / Sarah McCarthey and Xun Zheng -- Teaching academic literacies in secondary school / Harriett Allison and Linda Harklau -- Constructing access and understanding in inclusive middle-grade content classrooms : a sociocognitive apprenticeship in literacy with bilingual students and those with language/learning disabilities / Troy V. Mariage and Carol Sue Englert -- From models to principles : implementing quality schooling for ELLs / Ester J. de Jong -- Using workshop approaches to support the literacy development of ELLs / Kathryn H. Au and Taffy E. Raphael -- A bilingual perspective on writing assessment : implications for teachers of emerging bilingual writers / Lucinda Soltero-González, Kathy Escamilla, and Susan Hopewell -- Meeting the needs of ELLs with disabilities : a linguistically and culturally responsive model / Alba A. Ortiz and Alfredo J. Artiles -- Best practices for Native American language learners / Mary Eunice Romero-Little -- Supporting literacy learning in families for whom English is an additional language / Jeanne R. Paratore ... [et al.] -- "It's just like telling them they will never be scientists" : a White teacher's journey transforming linguistic and racial categories / Cynthia H. Brock ... [et al.] -- Best practices in professional development for teachers of ELLs / Guofang Li and Maria Selena Protacio.