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Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap.
three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners.
Closing the Achievement Gap features:
For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.
Who Are the Older English Learners?
What Do English Learners Need?
What Does the Research Say about Effective Practices for Older English Learners?
How Do Teachers Develop Academic Language and Content Knowledge through Themes?
What Kinds of Routines and Strategies Provide Scaffolds for Older English Learners?
Applying the Four Keys for Closing the Gap
Posted October 19, 2009
If you're a teacher or credential student looking for a concise, general overview of some strategies for teaching English-language learners, then I suppose this book will do it for you.
However, for me there was nothing *new* to be found in this book; it was basically an overview of things I'd already learned in other credential classes and, particularly, had JUST read in the OTHER textbook for the same class. Repetition can be good sometimes, but this was more or less pointless reading for my CLAD (Crosscultural Language and Academic Development) couse.
It's written in a very accessible, practical manner, and some strategies are accompanied by interesting case studies or examples of real teachers, but these strengths are less meaningful if I already understand and have ideas of how to apply the concepts.
As I said in my title here, check your university's library to see if your professor has placed a copy on reserve -- that way, you can just check it out for a day or two instead of buying your own. I'll definitely be selling mine back at the end of the semester; I've kept most of my Credential books so far, but this one's pretty forgettable.
It's not a terribly expensive book, so if you are going to be an ELD teacher or work primarily with ELL students then go for it, but otherwise it's a quick recap of things you've already learned.