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Breaking New Ground by Andrea DeCapua,Helaine W. Marshall Pdf
Breaking New Ground offers a new understanding of the SLIFE population and teaches readers how to address the needs of their students using project-based learning infused with MALP.--Résumé de l'éditeur.
Meeting the Needs of SLIFE, Second Ed. by Andrea DeCapua,Helaine W. Marshall,Frank Tang Pdf
Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators. Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers. This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.
Meeting the Needs of Students with Limited Or Interrupted Schooling by Andrea DeCapua,William Smathers,Lixing Frank Tang Pdf
Today’s public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators. This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation’s highly specific literacy development and content-area knowledge needs. Meeting the Needs of Students with Limited or Interrupted Schooling is grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.
Powerful Practices for Supporting English Learners by Fern Westernoff,Stephaney Jones-Vo,Paula Markus Pdf
Highlight the assets of English Learners in your classroom Students do better in school when their voices are heard. For English Learners, that means not only supporting their growing language proficiency, but also empowering them to share their linguistic and cultural identities. This practical guide, grounded in compelling research and organized around essential questions and answers, is designed to help all educators build on their current competencies to authentically harmonize home languages and cultures in the classroom. Inside you’ll find • The emotional, social, linguistic, cognitive, and academic rationale for incorporating cultural and linguistic assets • Creatively illustrated powerful practices with concrete examples of successful implementation • Myth-busting reflections to spark critical thinking about diversity, inclusive education, and family engagement • Curriculum connections tied to American and Canadian standards By recognizing and validating every student’s linguistic and cultural assets, you create a supportive environment for academic success.
Funds of Knowledge by Norma Gonzalez,Luis C. Moll,Cathy Amanti Pdf
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
Brenda Custodio,Judith B. O'Loughlin,Deborah Short
Author : Brenda Custodio,Judith B. O'Loughlin,Deborah Short Publisher : Unknown Page : 130 pages File Size : 54,5 Mb Release : 2017 Category : Children of immigrants ISBN : 1506359698
Students with Interrupted Formal Education by Brenda Custodio,Judith B. O'Loughlin,Deborah Short Pdf
New hope for our most vulnerable English learners "One of the guiding principles of effective English language teaching is for educators to know their students. And that in a nutshell captures the value of this book. ... The compassion that Custodio and O'Loughlin feel for our SIFE students, the commitment they have to educating them well, and the comprehension they have of the assets these learners bring to the classroom are evident in the writing, tools, and vignettes they share."--Deborah J. Short Under the best of circumstances, the academic demands of today's classrooms can be daunting to our English learners. But for the tens of thousands of newly arrived students with interrupted formal education, even the social challenges can be outright overwhelming.
Handbook of Research on Advancing Language Equity Practices With Immigrant Communities by Cardozo-Gaibisso, Lourdes,Vazquez Dominguez, Max Pdf
Research on linguistically and culturally sustaining education has recently placed increased attention on the need to rethink the field by promoting more equitable linguistic pedagogical opportunities for all students, including immigrant and newcomer youth. It has been evident for some time that immigration patterns around the globe have been increasingly shifting, posing a new challenge to educators. As a result, there is a gap in the literature that is meant to address educational practices for immigrant communities comprehensively. The Handbook of Research on Advancing Language Equity Practices With Immigrant Communities is a critical scholarly book that explores issues of linguistic and educational equity with immigrant communities around the globe in an effort to improve the teaching and learning of immigrant communities. Featuring a wide range of topics such as higher education, instructional design, and language learning, this book is ideal for academicians, teachers, administrators, instructional designers, curriculum developers, researchers, and students in the fields of linguistics, anthropology, sociology, educational policy, and discourse analysis.
Educating English Language Learners by Fred Genesee,Kathryn Lindholm-Leary,Bill Saunders,Donna Christian Pdf
The book provides a review of scientific research on the learning outcomes of students with limited or no proficiency in English in U.S. schools. Research on students in kindergarten to grade 12 is reviewed. The primary chapters of the book focus on these students' acquisition of oral language skills in English, their development of literacy (reading & writing) skills in English, instructional issues in teaching literacy, and achievement in academic domains (i.e., mathematics, science, and reading). The reviews and analyses of the research are relatively technical with a focus on research quality, design characteristics, and statistical analyses. The book provides a set of summary tables that give details about each study, including full references, characteristics of the students in the research, assessment tools and procedures, and results. A concluding chapter summarizes the major issues discussed and makes recommendations about particular areas that need further research.
Closing the Achievement Gap by Yvonne S. Freeman,David E. Freeman,Sandra Mercuri Pdf
Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap. three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners. Closing the Achievement Gap features: the four keys for school success for older English learners clear distinctions among the types of older English learners in our schools with examples of students from each category a thorough discussion of the kinds of language proficiency older English learners need a review of the latest research on effective practices for older English learners detailed descriptions from the classrooms of three teachers, including thematic units they have developed, their daily routines, and the strategies they use to scaffold instruction professional extension activities to help readers apply the information in this book to their own educational settings. For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.
Why Do English Learners Struggle With Reading? by John J. Hoover,Leonard M. Baca,Janette K. Klingner Pdf
Make the right instructional and eligibility decisions to help your English Learners! Do your students' reading difficulties reflect language acquisition issues or a learning disability? Now in an updated second edition, this essential guide helps educators make informed choices about strategies and services to support English Learners, and includes: Nine common misconceptions that can lead to wrongful placement of students in Special Education A new chapter on evidence-based practices for success in teaching reading to students learning English Appropriate techniques to use when assessing students for special education Expanded coverage of Response to Intervention to include a multi-tiered system of supports (MTSS)
Multilingual Literacy by Esther Odilia Breuer,Dr. Anat Stavans,Elke Van Steendam Pdf
This book investigates multilingual literacy practices, explores the technology applied in different educational frameworks, the centrality of multilingual literacy in non-formal, informal and formal educational contexts, as well as its presence in everyday life. Thematically clustered in four parts, the chapters present an overview of theory related to multilingual literacy, address the methodological challenges of research in the area, describe and evaluate projects set up to foster multilingual literacy in a variety of educational contexts, analyze the literacy practices of multilinguals and their contribution to language and literacy acquisition. This volume aims to initiate a change in paradigms, shifting from structured and conservative problematizations to inclusive and diverse conceptualizations and practices. To that end, the book showcases explorations of different methodologies and needs in formal and non-formal educational systems; and it serves as a springboard for developing multivocal participatory spaces with opportunities for learning and identity-building for all multilinguals, across different settings, languages, ages and contexts.
Students With Interrupted Formal Education by Brenda Custodio,Judith B. O'Loughlin Pdf
New hope for our most vulnerable English learners “One of the guiding principles of effective English language teaching is for educators to know their students. And that in a nutshell captures the value of this book. . . . The compassion that Custodio and O’Loughlin feel for our SIFE students, the commitment they have to educating them well, and the comprehension they have of the assets these learners bring to the classroom are evident in the writing, tools, and vignettes they share.” -Deborah J. Short Under the best of circumstances, the academic demands of today’s classrooms can be daunting to our English learners. But for the tens of thousands of newly arrived students with interrupted formal education, even the social challenges can be outright overwhelming. Rely on this all-in-one guide from Brenda Custodio and Judith O’Loughlin for expert insight on how to build the skills these students need for success in school and beyond. Inside you’ll find Essential background on factors leading to interrupted education Specific focus on refugee children and Latino immigrants Guidance on building internal resilience for long-term social and emotional health Recommendations for creating supportive environments at the classroom, school, and district level About one thing, Brenda and Judith are absolutely convinced: our SIFE students can learn and make progress, often at a remarkable speed. But it’s up to us, their educators, to provide the time, attention, and a specific focus. Consider this book your first step forward.
Differentiating Instruction and Assessment for English Language Learners by Shelley Fairbairn,Stephaney Jones-Vo Pdf
"Explains why and shows how to differentiate assessments, assignments, and instruction for English language learners according to English language proficiency level and other background factors"--
Educating Refugee-background Students by Shawna Shapiro,Raichle Farrelly,Mary Jane Curry Pdf
This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
