English Learners: Reaching the Highest Level of English Literacy / Edition 1by Gilbert G. Garcia/IRA, Gilbert G.; IRA
Pub. Date: 01/17/2005
Primary language instruction is no longer the norm in many schools. Immersion is now the rule in many quarters, and English learners must become literate in English. However, an alarming number of English learners are failing academically, which has forced educators to review, rethink, and revise their instruction to meet the complex needs of this/b>… See more details below
Primary language instruction is no longer the norm in many schools. Immersion is now the rule in many quarters, and English learners must become literate in English. However, an alarming number of English learners are failing academically, which has forced educators to review, rethink, and revise their instruction to meet the complex needs of this burgeoning population.
English Learners: Reaching the Highest Level of English Literacy takes a critical look at the literacy development of English learners through the eyes of original theorists and current practitioners. These authors examine the essential components of English language development and recommend specific practices for successful implementation.
The book's 16 chapters examine three important English language learner issues: English reading instruction in an immersion setting, English language development, and cultural issues as they pertain to English learners in and out of the classroom.
The collection proposes new ways of looking at practice in the context of what is presently done for English learners, emphasizes the need to reexamine current instructional practices, and suggests what can be done to change them The book also examines reading and English literacy instruction for English learners in a political and educational context in which simultaneous achievement of both English language acquisition and English language arts standards is required. Finally, the book suggests the importance of students' cultural roots and celebrates the variety of voices that English learners represent.
This volume is a valuable resource for teacher educators, school administrators, and all educators who are seeking to implement the very best instructional practices to promote the academic success of English learners.
Table of Contents
I. TEACHING ENGLISH LEARNERS TO READ: CURRENT POLICY AND BEST INSTRUCTIONAL PRACTICE.
1. Reading and the Bilingual Student: Fact and Friction.
2. Teaching English Learners to Read: Learning or Acquisition?
3. Three Roles for Reading for Minority-Language Children.
4. Orthographic Development and Learning to Read in Different Languages.
5. Scaffolding Reading Experiences for Multilingual Classrooms.
6. Making Content Instruction Accessible for English Language Learners.
II. TEACHING ENGLISH LANGUAGE DEVELOPMENT: RETHINKING AND REDESIGNING CURRICULUM.
7. Communicative Approaches to Second-Language Acquisition: The Bridge to Second-Language Literacy.
8. Meeting the Needs of English Learners in All-English Classrooms: Sharing the Responsibility.
9. Revisioning the Blueprint: Building for the Academic Success of English Learners.
10. Rethinking English Language Instruction: An Architectural Approach.
11. Multilevel Collaboration for English Learners: An Asian-American Perspective.
12. Standards-Based Instruction for English Language Learners.
III. OPTIMIZING CULTURE AS A BRIDGE TO LITERACY LEARNING.
13. Connecting Children, Culture, Curriculum, and Text.
14. Reading with a Hero: A Mediated and Literate Experience.
15. Access to Books and Beyond: Creating and Learning From a Book Lending Program for Latino Families in the Inner City.
16. Mediating Language and Literacy: Lessons From an After-School Setting.
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