This practical, research-based text is organized around the principles that reading and writing instruction for English learners begins with the student biography and focuses on meaning as its core. The authors consider the languages and cultures of English learners as resources to be used in teaching, not problems to be solved, and throughout the book they guide readers to modify literacy instruction to address both the assets and needs of their students.

In this book, grade-level classroom teachers are provided with a research-based framework designed to differentiate literacy instruction for ELL students within the classroom. Theory blends with practice to give readers the tools they need support English language literacy development with their students in addition to the program the school has in place. It addresses the need for current information on how to most effectively approach the literacy needs of English learners.

Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the ELL student biography; and a number of helpful pedagogical aids.

Autorentext

Dr. Socorro G. Herrera

Dr. Herrera serves as a professor of elementary education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her K–12 teaching experience includes an emphasis on literacy development. Her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has recently published two books with Allyn and Bacon: Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005) and Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007). Dr. Herrera has authored articles for numerous nationally known journals, such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

Dr. Della R. Perez

Dr. Perez serves as an assistant professor of elementary education at Kansas State University and is the Associate Director of Undergraduate Programming at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Her research has focused on literacy development and instruction for culturally and linguistically diverse students and parental involvement. Dr. Perez has published The Five Components of Reading Development: A Classroom Teacher’s Guide to Scaffolding Reading Instruction for ELL Students (2006) and ELL Literacy Interventions: Accommodations and Acceleration for Reading Success (2005). Dr. Perez also has co-authored a book chapter for Culturally Responsive Teacher Education: Language, Curriculum, and Community (2008).

Dr. Kathy Escamilla

Dr. Escamilla is a professor of education at the University of Colorado, Boulder. She has been a bilingual teacher, program administrator, and professor for over 37 years. She helped to develop the Spanish reconstruction of Reading Recovery (Descubriendo la Lectura), which was published in the book Instrumento de observación de los logros de la leco-escritura inicial (Heinemann). She has done extensive research in the area of literacy for Spanish-speaking children in the United States and has authored over 40 journal articles in this area. She served two terms as the President of the National Association for Bilingual Education (NABE) and works as a technical assistant and consultant for bilingual/ESL programs nationwide.

Klappentext

In the new edition of this widely-used text, ESL teachers and grade-level teachers get practical, research-based information, approaches, and strategies for supporting second language literacy development with their CLD studentsand ensuring that children's languages and cultures are the cornerstones of their literacy development.

Theory blends with practice to give readers the tools they need to differentiate literacy instruction for all ELL students.
The information helps teachers support English language literacy development with their students in addition to the program the school has in place.
The book bridges the gap between theory and practice while addressing the need for current information on how to most effectively approach the literacy needs of English Language Learners.

Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography; and a number of helpful pedagogical aids.

And in this new edition:

Teachers see how critical concepts from each chapter align with a Common Core State Standardand the implications of those concepts for instructing English learnersin a new callout feature, Common Core State Standards Connections. (Chs. 37)
How key content concepts reflect the needs of older students (especially grades 7-12 and even adult learners) is highlighted for readers in a new callout feature, Secondary Connections. (Chs. 39)
Readers get revised and updated material in popular features from previous editions, including: updated Strategies in Practice; more examples of Teacher Voices; new research; updated Common Core State Standards and TESOL standards for K-12 ELLs.

Zusammenfassung

A practical, research-based guide, *Teaching Reading to English Language Learner*s gives ESL teachers and grade-level teachers the information and strategies they need to support second language literacy development with their Culturally Linguistically Diverse (CLD) learners, in addition to the program the school already has in place. Throughout, the authors guide teachers to modify literacy instruction to address both the assets and the needs of their English learners. Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography; and a number of helpful pedagogical aids.

Inhalt

1. Literacy and the Culturally and Linguistically Diverse Student

2. Contextualizing Literacy Development for the CLD Student in the Grade-Level Classroom

3. Rethinking Phonemic Awareness: A Cross-Linguistic Transfer Perspective

4. Phonics: More Than the A, B, Cs of Reading

5. Vocabulary Development: A Framework for Differentiated and Explicit Instruction

6. Strategies-Based Comprehension Instruction: Linking the Known to the Unknown

7. Fluency in Practice: More Than Reading the Text

8. Implications of Culture and Language in Writing

9. Assessment beyond the Politics of High-Stakes Tests

10. Inclusive Literacy Instruction for CLD Students