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ERIC Number: ED531616
Record Type: Non-Journal
Publication Date: 2012-May
Pages: 144
Abstractor: As Provided
ISBN: ISBN-0-8077-5336-X
Literacy Instruction in Multilingual Classrooms: Engaging English Language Learners in Elementary School. Language & Literacy Series--Practitioners Bookshelf
Helman, Lori
Teachers College Press
This hands-on guide shows elementary school teachers how to create multilingual classroom communities that support every learner's success in reading, writing, and general literacy development. The author provides a practical overview of key ideas and techniques and describes specific literacy activities that lead to vocabulary and oral English proficiency. Instructional chapters will help teachers create a language-rich classroom environment, scaffold reading and writing tasks to match students' needs, and use students' language backgrounds as a bridge to literacy learning in English. As with all titles in "The Practitioner's Bookshelf Series," this resource includes many user-friendly features such as bulleted summaries and checklists as well as photographs of linguistically diverse classrooms modeling the types of instructional interactions described in the book. Encouraging collaboration and a deeper understanding of best practices for ELL instruction, this book covers: (1) How to build on the diverse linguistic resources that students bring to school; (2) The connections between oral language and literacy development; (3) How reading and writing skills develop for second language learners; (4) Assessment of language and literacy learning; (5) Planning literacy curriculum for classrooms with diverse language learners; and (6) How to collaborate with other professionals to coordinate effective instruction. [Foreword by Alison Bailey.]
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; Guides - Classroom - Teacher
Education Level: Elementary Education; Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A