The education of English language learners : research to practice
- New York : Guilford Press, c2010.
- Physical description
- xiv, 306 p. : ill. ; 24 cm.
- Challenges in language and literacy.
P118.2 .E36 2010
- Unknown P118.2 .E36 2010
- Includes bibliographical references and index.
- Shatz, Wilkinson, Introduction. Part I: Early Language Experience and School Readiness. Conboy, The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education. Kohnert, Pham, The Process of Acquiring a First and Second Language. Reyes, Ervin-Tripp, Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children. Part II: Language and Literacy Principles and Practices in School. Bedore, Pena, Boerger, Ways to Words: Learning a Second-Language Vocabulary. Newman, The Role of Phonology in Orthographically Different Languages. Bialystok, Peets, Bilingualism and Cognitive Linkages: Learning to Read in Different Languages. Brisk, Learning English as a Second Language. Part III: Assessment and Interaction: Working with Children and Families. Rymes, Communicative Repertoires and English Language Learners. Westby, Hwa-Froelich, Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners? Bailey, Implications for Assessment and Instruction. Reese, Goldenberg, Extended Implications for Practice: Families as Allies. August, Dressler, Goldenberg, Saunders, Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century.
- (source: Nielsen Book Data)
- Publisher's Summary
- This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech-language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.
(source: Nielsen Book Data)
- Publication date
- edited by Marilyn Shatz, Louise C. Wilkinson.
- Challenges in language and literacy