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ERIC Number: ED523199
Record Type: Non-Journal
Publication Date: 2011-May
Pages: 208
Abstractor: As Provided
ISBN: ISBN-0-8077-5217-7
Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms
Herrera, Socorro G.; Kavimandan, Shabina K.; Holmes, Melissa A.
Teachers College Press
In her new book, nationally known professional development consultant and literacy expert Socorro Herrera is joined by two colleagues to provide a framework for academic vocabulary and language instruction in today's diverse classrooms. The authors present a set of strategies and tools that work effectively across all content to support enhanced comprehension and academic success. The strategies have evolved from over a decade of research and classroom observation to provide teachers with multiple avenues for making content accessible and relevant for all students, especially those who are culturally and linguistically diverse. Each strategy supports teachers in using what students already know as a foundation for integrating new vocabulary and building content-area language skills. The authors provide a thorough explanation of how to use each strategy to document student knowledge and learning throughout the before, during, after phases of the lesson. Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features: (1) Filled-in samples of student work that provide evidence of what is possible; (2) Teacher-to-teacher voices highlighting successful applications in secondary classrooms; (3) Teaching tips to accompany every strategy; and (4) Templates for vocabulary-building student artifacts. [Foreword by Candace Harper.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail:; Web site:
Publication Type: Books; Reports - Descriptive
Education Level: Adult Education; Elementary Secondary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A