A long-awaited resource, English-as-a-Second-Language Teaching and Learning: Pre-K-12 Classroom Applications for Students’ Academic Achievement & Development provides the most current, research-based, and high-quality pedagogical and assessment approaches and strategies that respond to current federal policy and high-stakes national and professional standards, and that can effectively increase academic achievement in at-risk English language learners.
Reviewers sum up two of the most unique and important aspects of this text:
“I have never seen a text before which goes into such depth about immigration and the immigrant himself. This background information will be invaluable to the beginning teacher.”
—Judith B. O’Loughlin, New Jersey City University
“I really like the theoretical framework of the text and the focus on creating teachers who are advocates for their English language learners.”
—Edmundo F. Litton, Loyola Marymount University
With an innovative approach, well-respected authors Virginia Gonzalez, Thomas Yawkey, and Liliana Minaya-Rowe use parallels between ESL, sociocultural, sociohistorical, socioeconomic, and educational backgrounds of former eastern and southern European immigrants during the Ellis Island years to persuade current teachers to become committed advocates for contemporary ESL Hispanic and Asian immigrant students.
Key Features of the Book:
Case examples, thought-provoking questions, activities, and instructional goals are provided throughout chapters.
State-of-the-art from research to practice information across chapters
Two themes that organize content—for ESL and all teachers to develop a personal connection and become committed and caring mentors for ESL students—are developed and woven throughout the book explaining the what, how, and why to instruct and assess English language learners.
Includes unique chapters on US immigration history for ESL populations, policy and professional organization standards, linking assessment to instruction, educational applications of technology, professional development issues, and a dialogue with authors across book themes (Chs. 1, 2, 7, 8, 9).