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ERIC Number: ED509903
Record Type: Non-Journal
Publication Date: 2010-May
Pages: 394
Abstractor: ERIC
Reference Count: N/A
ISBN: ISBN-978-1-6062-3663-5
ISSN: N/A
Best Practices in ELL Instruction
Li, Guofang, Ed.; Edwards, Patricia A., Ed.
Guilford Publications
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).
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Books; Guides - Non-Classroom
Education Level: Elementary Education; Elementary Secondary Education; High Schools; Intermediate Grades; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States