ERIC Number: ED509903
Record Type: Non-Journal
Publication Date: 2010-May
Best Practices in ELL Instruction
Li, Guofang, Ed.; Edwards, Patricia A., Ed.
In this 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 a candidate for a course text. Contents include: (1) Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research (Claude Goldenberg); (2) Language Development and the Education of Dual-Language-Learning Children in the United States (Eugene E. Garcia and Erminda H. Garcia); (3) Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners (Ellen McIntyre); (4) Engaging Young ELLs with Reading and Writing (Diane Barone); (5) Principles for Writing Practices with Young ELLs (Sarah McCarthey and Xun Zheng); (6) Teaching Academic Literacies in Secondary School (Harriett Allison and Linda Harklau); (7) 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); (8) From Models to Principles: Implementing Quality Schooling for ELLs (Ester J. de Jong); (9) Using Workshop Approaches to Support the Literacy Development of ELLs (Kathryn H. Au and Taffy E. Raphael); (10) A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, (Lucinda Soltero-Gonzalez, Kathy Escamilla, and Susan Hopewell); (11) Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive Model (Alba A. Ortiz and Alfredo J. Artiles); (12) Best Practices for Native American Language Learners (Mary Eunice Romero-Little); (13) Supporting Literacy Learning in Families for Whom English Is an Additional Language (Jeanne R. Paratore, Barbara Krol-Sinclair, Mariela Paez, and Kristen Paratore Bock); (14) "It's Just Like Telling Them They Will Never be Scientists": A White Teacher's Journey Transforming Linguistic and Racial Categories (Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend); and (15) Best Practices in Professional Development for Teachers of ELLs (Guofang Li and Maria Selena Protacio).
Descriptors: Bilingual Students, Writing Evaluation, Elementary Secondary Education, American Indians, Oral Language, Learning Disabilities, Writing Tests, Second Language Learning, Literacy, English (Second Language), Elementary School Students, Secondary School Students, Educational Research, Reading Instruction, Writing Instruction, Best Practices, Vocabulary Skills, Cultural Pluralism, Student Diversity, Family School Relationship, School Community Relationship, Adolescents, Theory Practice Relationship, Achievement Gains, Models, Special Needs Students, Student Needs, Family Literacy
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Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Middle Schools; Secondary Education
Authoring Institution: N/A
Identifiers - Location: United States