Education of English Language Learners: Research to Practice

Overview

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction ...
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Overview

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech-language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.

This title is part of the Social Work Practice With Children and Families Series, edited by Nancy Boyd Webb.

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Editorial Reviews

Choice Reviews
The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections.—Choice Reviews
From the Publisher
"Perhaps no topic is of greater interest today to educational researchers, policymakers, and practitioners than how best to meet the needs of ELLs. This state-of-the-art work, presented in a lively and accessible fashion, provides a thorough and practical treatment of this topic from leading experts in the field. A 'must have' for all of us."—Laura M. Justice, PhD, School of Teaching and Learning, The Ohio State University

"This definitive book represents research-to-practice at its best. The contributors are cutting-edge researchers with significant practical experience. What makes the book unique is that it takes multiple perspectives—neurological, theoretical, behavioral, social, cognitive, environmental, and individual—and  weaves them into a coherent and accessible tapestry, laying to rest the notion that ELLs are destined to lag behind their monolingual peers. Educators will be able to read this book and immediately begin to implement changes in their instruction. It could serve as a text in any teacher training program and could also be used in training other professionals, such as ESL instructors, reading specialists, school psychologists, and speech/n-/language pathologists."—Brian A. Goldstein, PhD, Department of Communication Sciences and Disorders, Temple University

"A 'must read' for every inservice and preservice teacher. The book is extremely well organized, with excellent continuity from one chapter to the next. The contributors are outstanding scholars who present reader-friendly chapters that cover theory, research, and best practices for the classroom. This book should be adopted as a text in an ELL course or courses that deal with teaching any content area. Kudos to the editors on this important volume."—Lesley Mandel Morrow, PhD, Distinguished Professor of Literacy and Chair, Department of Learning and Teaching, Rutgers, The State University of New Jersey

Choice
"The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections."—Choice
Choice

"The editors have assembled contributions from 12 experts on the subject of ELL education. They include the most current research available, which enhances and at times debunks traditionally held views....Despite the complex issues pertaining to ELL, the book presents them in a manner that novices can easily grasp. Highly recommended. Upper-division undergraduate, graduate, research, and professional collections."--Choice
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Product Details

Meet the Author

Marilyn Shatz, PhD, is Professor Emerita of Psychology and Linguistics at the University of Michigan and Adjunct Professor of Psychology at the University of North Carolina, Wilmington. She is a fellow of the American Psychological Society and has been a Guggenheim Fellow; a Senior Research Fulbright Scholar; and a recipient of a National Institute of Education fellowship. An expert in language and the development of communication skills, Dr. Shatz has used both naturalistic and experimental methods to carry out research on the interrelations among social, cognitive, and language development in young children. Her current research investigates how young children acquire abstract vocabulary. Dr. Shatz has published more than 70 chapters, articles, and books, and has served as an editor and editorial board member of numerous journals.
 
Louise C. Wilkinson, EdD, is Distinguished Professor of Education, Psychology, and Communication Sciences at Syracuse University, where she teaches courses on literacy learning for English language learners. An internationally recognized leader in education, she is best known for her extensive research on school-age children’s language and literacy learning and has published 150 articles, chapters, and volumes. Dr. Wilkinson has served on the editorial boards of major research journals. She is a fellow of the American Psychological Association, the Association for Psychological Science, the American Educational Research Association, and the American Association of Applied and Preventive Psychology. Dr. Wilkinson cochairs the Literacy Leadership for Urban Teacher Education Commission of the International Reading Association.

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Table of Contents

Introduction 1

I. EARLY LANGUAGE EXPERIENCE AND SCHOOL READINESS Louise C. Wilkinson Wilkinson, Louise C.

1 The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education Louise C. Wilkinson Wilkinson, Louise C. 25

2 The Process of Acquiring a First and Second Language Barbara T. Conboy Conboy, Barbara T. 48

3 Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children Giang Pham Pham, Giang 67

II. LANGUAGE AND LITERACY PRINCIPLES AND PRACTICES IN SCHOOL Susan Ervin-Tripp Ervin-Tripp, Susan

4 Ways to Words: Learning a Second-Language Vocabulary Susan Ervin-Tripp Ervin-Tripp, Susan 87

5 The Role of Phonology in Orthographically Different Languages Karin Boerger Boerger, Karin 108

6 Bilingualism and Cognitive Linkages: Learning to Read in Different Languages Ellen H. Newman Newman, Ellen H. 133

7 Learning English as a Second Language Kathleen F. Peets Peets, Kathleen F. 152

III. ASSESSMENT AND INTERACTION: WORKING WITH CHILDREN AND FAMILIES Maria Estela Brisk Brisk, Maria Estela

8 Communicative Repertoires and English Language Learners Maria Estela Brisk Brisk, Maria Estela 177

9 Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners? Betsy Rymes Rymes, Betsy 198

10 Implications for Assessment and Instruction Deborah Hwa-Froelich Hwa-Froelich, Deborah 222

11 Extended Implications for Practice: Families as Allies Alison L. Bailey Bailey, Alison L. 248

12 Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century Claude Goldenberg Goldenberg, Claude 272

Index Cheryl Dressler Dressler, Cheryl 298

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