ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice / Edition 4

by Lee Gunderson, Reginald Arthur D'Silva, Dennis Murphy Odo

Overview

Now in its fourth edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction. Designed for use by pre-service and in-service teachers, this guidebook provides the context and expertise to plan and implement reading programs that match the needs and abilities of students at all ages and levels of proficiency.

The book explains different models of literacy instruction from systematic phonics to whole language instruction, discusses controversies in the field, and includes specific teaching methods within each model. The fourth edition highlights recent developments in education policy, new models of instruction, and devotes greater attention to issues surrounding assessment. An expanded companion website integrates with the text to offer additional tools and examples, and readers are encouraged to develop their own teaching strategies within their own instructional models.

Providing a thorough overview of the history and major issues of ESL (ELL) literacy instruction, this book will be of great interest to pre-service and in-service teachers at all levels, from kindergarten to adult learners.

Product Details

ISBN-13:	9781138311893
Publisher:	Taylor & Francis
Publication date:	07/08/2019
Edition description:	4th ed.
Pages:	302
Sales rank:	954,966
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Lee Gunderson is Professor of Language and Literacy Education at the University of British Columbia, Canada.

Reginald Arthur D’Silva is a Senior Instructor and the Academic Director of the UBC-Ritsumeikan Academic Exchange programs at the University of British Columbia, Canada.

Dennis Murphy Odo is Associate Professor of English Language Education at Pusan National University, Republic of Korea.

Table of Contents

Chapter 1: Reading Programs, Practices, and Approaches

Chapter 2: Comprehensible Input, Language Proficiency, and Literacy Background

Chapter 3: Language and Culture as Literacy Variables

Chapter 4: Teaching Young ESL (ELL) Students to Read

Chapter 5: Teaching Older ESL/ELL/EFL Students to Read

Chapter 6: Teaching Academic Reading

Chapter 7: Technology, ESL, and Literacy Instruction

Chapter 8: ESL Literacy Instruction: Concerns, Conjectures and Conclusions

Editorial Reviews

"What makes this volume so valuable is that it combines a wonderful backdrop of the history of teaching reading with the current research concerning the teaching of reading; addresses the teaching of L2 reading for all age groups; includes reading strategies from each of the major theoretical camps; and provides an arsenal of useful tools for the purpose of teaching reading. Gunderson has done an excellent job of presenting both whole language and phonics based approaches with a minimum of bias. The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes."—Lorrie Stoops Verplaetse, Southern Connecticut State University

"This book is groundbreaking. It is the only one of its kind that seriously begins to link culturally responsive teaching with balanced ESL teaching and learning. Dr. Gunderson knows a great deal about the thought processes of the ELL student, no matter what the age or level of development. As a result, he has composed a text that will help the teacher teach and insure that the student will learn. Dr. Gunderson’s research is brilliant! This one-of-a-kind text is sorely needed for pre-service and in-service teacher education."—Patricia Schmidt, LeMoyne College

"Overall, Gunderson’s book ESL Literacy Instruction: A Guidebook to Theory and Practice makes a significant and timely contribution to the field of ESL literacy education, and is a practical guide for teachers seeking ideas for teaching reading to their ESL students of diverse needs and abilities. It provides a comprehensive, convincing, and immediate solution to the debate over effective ESL literacy instructions. It deserves a wide target audience, from pre-service teachers to ESL educators. Besides being used for teacher training programs and individual references, hopefully, this book will also enlighten the field of ESL education and contribute to even more literacy programs that are culturally and linguistically appropriate for ESL students."—Hongmei Xu, Education Review (July 2009)

"The first edition of this volume was important reading in the early 1990s –something every reading specialist was encouraged to reduce to dog-eared pages and well-marked passages of particular relevance...What makes this new edition worthy of equally avaricious acquisition is that nothing of the original edition has been lost – and much more has been added."—Sylvia Helmer, ESL PSA (June 2009), Vol. 18, No. 3: 4-5

From the Publisher