MOMENTAN AUSVERKAUFT
Über dieses Produkt
Product Identifiers
PublisherPearson Education
ISBN-100132855194
ISBN-139780132855198
eBay Product ID (ePID)205600962
Product Key Features
Number of Pages336 Pages
LanguageEnglish
Publication NameTeaching Reading to English Language Learners : Differentiated Literacies
SubjectMinority Studies, Professional Development, English As a Second Language, Reading Skills, Bilingual Education
Publication Year2014
TypeLanguage Course
Subject AreaForeign Language Study, Social Science, Language Arts & Disciplines, Education
AuthorKathy Escamilla, Della Perez, Socorro Herrera
FormatTrade Paperback
Dimensions
Item Height3.9 in
Item Weight3.5 Oz
Item Length3.9 in
Item Width3.9 in
Additional Product Features
Edition Number2
Intended AudienceCollege Audience
LCCN2013-498236
Reviews"...unlike many texts on second language learners, this text looks at literacy learning for second language learners from a sociopshycolinguistic perspective. Most importantly for credential students, this text provides multiple teaching strategies and ideas for teaching that are research based and connected to theory. This way student teachers can bridge their own practices and what they observe in the classroom with the language and literacy theories they are experiencing in their university courses." - Cinzia Forasiepi "The major strength of this book (and the reason I use it in my class) is its focus on teaching reading to linguistically diverse students at the elementary level. It addresses cross-linguistic transfer issues and ways to teach so that a child's knowledge of L1 supports his or her learning in L2. This makes the book unique. I also like the strong focus on the use of multicultural children's books to illustrate concepts being taught. The "Strategies in Practice" examples in each chapter are excellent, especially the strategies that teach ways to focus on comparing and contrasting languages." - Elizabeth Franklin, University of Northern Colorado "I enjoyed and appreciated the cultural underpinnings of the text and how it was carried out throughout." - Robert D. Leier, Auburn University, ..".unlike many texts on second language learners, this text looks at literacy learning for second language learners from a sociopshycolinguistic perspective. Most importantly for credential students, this text provides multiple teaching strategies and ideas for teaching that are research based and connected to theory. This way student teachers can bridge their own practices and what they observe in the classroom with the language and literacy theories they are experiencing in their university courses." - Cinzia Forasiepi "The major strength of this book (and the reason I use it in my class) is its focus on teaching reading to linguistically diverse students at the elementary level. It addresses cross-linguistic transfer issues and ways to teach so that a child's knowledge of L1 supports his or her learning in L2. This makes the book unique. I also like the strong focus on the use of multicultural children's books to illustrate concepts being taught. The "Strategies in Practice" examples in each chapter are excellent, especially the strategies that teach ways to focus on comparing and contrasting languages." - Elizabeth Franklin, University of Northern Colorado "I enjoyed and appreciated the cultural underpinnings of the text and how it was carried out throughout." - Robert D. Leier, Auburn University, ."..unlike many texts on second language learners, this text looks at literacy learning for second language learners from a sociopshycolinguistic perspective. Most importantly for credential students, this text provides multiple teaching strategies and ideas for teaching that are research based and connected to theory. This way student teachers can bridge their own practices and what they observe in the classroom with the language and literacy theories they are experiencing in their university courses." - Cinzia Forasiepi "The major strength of this book (and the reason I use it in my class) is its focus on teaching reading to linguistically diverse students at the elementary level. It addresses cross-linguistic transfer issues and ways to teach so that a child's knowledge of L1 supports his or her learning in L2. This makes the book unique. I also like the strong focus on the use of multicultural children's books to illustrate concepts being taught. The "Strategies in Practice" examples in each chapter are excellent, especially the strategies that teach ways to focus on comparing and contrasting languages." - Elizabeth Franklin, University of Northern Colorado "I enjoyed and appreciated the cultural underpinnings of the text and how it was carried out throughout." - Robert D. Leier, Auburn University
Dewey Edition22
IllustratedYes
Dewey Decimal428.2/4
Table Of Content1. 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
SynopsisThis 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 ., 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., Gives ESL teachers and grade-level teachers practical, research-based information, approaches, and strategies for implementing in their daily instruction as they work to effectively address the assets and needs of their Culturally Linguistically Diverse learners. KEY TOPICS Contextualizing literacy development; rethinking phonemic awareness; phonics; vocabulary development; strategies-based comprehension instruction; fluency; implications of culture and language in writing; assessment; inclusive literacy instruction for English learners MARKET ESL teachers and grade-level/mainstream teachers, 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.
LC Classification NumberPE1128.A2
Bewertungen und Rezensionen
Relevanteste Rezensionen
- 26. Apr. 2025
Excellent shape. A little highlighting. ...
Excellent shape. A little highlighting. Happy.Bestätigter Kauf: JaArtikelzustand: Gebraucht
