Education of bilingual or multilingual students Books
Legare Street Press Commercial Press new English Readers
a huge range and FREE tracked UK delivery on ALL orders.
£25.60
Legare Street Press La La methode directe dans lenseignement des langues vivantes.
a huge range and FREE tracked UK delivery on ALL orders.
£21.80
Legare Street Press Vishnusharma English Chaduvu
a huge range and FREE tracked UK delivery on ALL orders.
£22.75
Legare Street Press Nouvelle Orthologie Ou Recherches Sur Les Articulations De La Langue Française
a huge range and FREE tracked UK delivery on ALL orders.
£999.99
Legare Street Press My First French Reader And Vocabulary By L. Nottelle...
a huge range and FREE tracked UK delivery on ALL orders.
£22.75
Amazon Digital Services LLC - Kdp French Crash Course A SevenDay Guide to Learning Basic French with audio download 1 How To Learn French
£14.91
£18.57
Independently Published My Fante Dictionary
£11.66
Bloomsbury Publishing (UK) Performative Language Teaching in Early Education
Book SynopsisJoe Winston is Emeritus Professor of Drama and Theatre Education at the University of Warwick, UK, where he co-ordinated two international MA programmes, in Drama and Theatre Education and in Drama and English Language Teaching. Most recently, he has been working actively in China, Taiwan and Hong Kong, with universities, schoolteachers, theatres and private companies, to promote the use of drama as pedagogy for second language learning.Trade Review[It] is an accessible, practical, yet academic book which functions as a fantastic resource for early years educators and parents alike. * Early Years Educator *Winston’s expertise as a drama pedagogy specialist and scholar is on full display in Performative Language Teaching in Early Education. This expertly crafted new book includes an impressive roster of resources for drama pedagogy and is ideal for the growing fields of performative language teaching and the use of drama methods in early childhood education. * Mary McAvoy, Associate Professor of Theatre Education and Theatre for Youth, Arizona State University, USA *Joe Winston’s books are always innovative, scholarly and grounded in best teaching practice. Here Winston provides advice on how to engage young children through performative language teaching. I’ll be keeping this book within reach and can’t wait to put some of his wonderful, aesthetically-rich plans into action! * Madonna Stinson, Associate Professor, School of Education and Professional Studies, Griffith University, Australia *This publication will inform, guide and inspire you. Once again, Winston has written a book which is at the same time a scholarly volume and a joy to read, balancing eloquence, clarity and great expertise. This is a must-have for all language teachers working with young children. * Erika Piazzoli, Assistant Professor in Arts Education, Trinity College Dublin, The University of Dublin, Ireland *Table of ContentsList of Figures List of Abbreviations Acknowledgements Introduction 1. Young Children Learning English as a Foreign Language 2. Performative Language Teaching in the Early Years: Key Concepts 3. Performative Strategies for Teaching English to Young Learners 4. Schemes of Learning: 3 – 5 Year-olds 5. Schemes of Learning: 5 – 7 Year-olds 6. Performative Language Teaching and Assessment for Learning References Bibliography Index
£70.00
£28.99
Createspace Independent Publishing Platform ESL Classroom Activities for Teens and Adults ESL games fluency activities and grammar drills for EFL and ESL students
£15.66
Createspace Independent Publishing Platform Moby Dick
£10.66
Createspace Independent Publishing Platform El Fantasma de Canterville para estudiantes de español. Libro de lectura
£10.66
Amazon Digital Services LLC - Kdp El ltimo mohicano para estudiantes de espaol Libro de lectura The Last of the Mohicans For Spanish learners Reading Book Level A2 Beginners Volume 5 Read in Spanish
£10.66
Createspace Independent Publishing Platform The Multicoloured Hat / El Sombrero Multicolor: English/Spanish
£8.06
Yasemen Dervish Turkish: Your Next Language
£20.54
Mandarin Companion Sherlock Holmes and a Scandal in Shanghai: Mandarin Companion Graded Readers Level 2, Simplified Chinese Edition
£14.11
De Gruyter Second Language Teaching and Learning through
Book SynopsisVirtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
£88.82
De Gruyter Second Language Teaching and Learning through Virtual Exchange
Book SynopsisVirtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
£18.50
Coledown Bilingual Books The Mystery of the House on River Street and Other Bilingual Polish-English Short Stories
£11.52
£9.18
Independently Published mes 100 premiers mots Français-Néerlandais: Apprendre (Néerlandais) enfants 2 à 7 ans
£11.59
Independently Published my first 100 words English-Finnish: Learn Finnish
Book Synopsis
£11.99
Edinburgh University Press Language in Context in TESOL
Book SynopsisThis book covers the relevance of theories on language analysis to TESOL, showing students how to understand and evaluate TESOL methodology, curriculum, and materials in terms of theories including conversation structure, ideology and power.Table of ContentsChapter 1 - Introduction; Chapter 2 - Corpus Linguistics; Chapter 3 - Global Englishes (Nicola Galloway and Eleni Mariou); Chapter 4 - English across Cultures (Kenneth Fordyce and Florence Bonacina); Chapter 5 - Context and Registers (Kenneth Fordyce); Chapter 6 - Exchange Theory and Conversation Analysis; Chapter 7 - Speech Act Theory and the Cooperative Principle; Chapter 8 - Politeness Theories; Chapter 9 - Conclusion.
£23.74
Edinburgh University Press Language in Context in TESOL
Book SynopsisLanguage in Context for TESOL explores the many uses of English around the world, focusing on the way that meaning can be context-dependent and often implied. Covering basic approaches to linguistic analysis such as Conversation Analysis and Exchange Structure, Speech Act Theory, The Cooperative Principle and Politeness Theories, and using authentic language as it occurs in everyday life, this volume guides the reader towards an understanding of ELT methodology, curriculum, courses and materials in terms of Global Englishes, and how these findings can be applied to English Language Teaching.Filled with tasks that can be carried out individually or in small groups, as well as independently outside the classroom, Language in Context for TESOL takes into account the variations in physical and economic conditions in ELT classrooms worldwide. Tasks include examples from classrooms around the world, encouraging comparisons across cultures and guiding readers as they adapt suggestions to their own educational requirements.
£85.50
Edinburgh University Press Mixed Methods Research for TESOL
Book SynopsisHow to link research to practice in TESOL methodology? This textbook helps trained TESOL teachers to understand both qualitative and quantitative research methods. It proposes that mixed methods research (MMR) meets that need by combining the best aspects of both research traditions.Table of ContentsSection I: Getting Research Started; 1. Introduction to Research; 2. Starting Research Projects; 3. Gathering, Compiling, and Coding Data; Section II: Analyzing Research Data; 4. Analyzing Quantitative Data; 5. Analyzing Qualitative Data; 6. Analyzing MMR Data; Section III: Presenting Research Studies; 7. Presenting Research Results; 8. Writing Research Reports; 9. Disseminating Research; 10. Conclusion.
£23.74
Edinburgh University Press Mixed Methods Research for TESOL
Book SynopsisTeaching English as a Second or Other Language (TESOL) is a multifaceted academic discipline requiring training in linguistics, language acquisition, language pedagogy, testing and research, curriculum and syllabus design, program administration, and cross-cultural communication. This title addresses an identifiable subfield within TESOL.
£85.50
Bloomsbury Publishing PLC Teaching English to Young Arabic Speakers
Book SynopsisThe book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for langTrade ReviewThis book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field. * Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK *This is an excellent and unique book for teachers, teacher educators and materials writers. Overviewing four decades of research on how children learn English and how stories can be integrated into curricula, Irma-Kaarina Ghosn offers authentic classroom data on how teachers can scaffold Arabic speaking children’s development. A brilliant resource on theory and practice. * Marianne Nikolov, Professor Emerita, Department of English Applied Linguistics, University of Pécs, Hungary *Table of ContentsIntroduction Part I: Theoretical Considerations 1. Cultural Norms and Expectations versus Teaching Materials 2. Narrative and Children’s Language Learning 3. The Challenge of English-medium Instruction Part II: Insights from Classroom Research 4. Teacher Questions versus Learner Engagement 5. Classroom Discourse and the Critical Role of Teaching Materials 6. Instructional Materials and Vocabulary and Reading Comprehension 7. Writing Outcomes after a Reading-Based Experiment 8. An Action Research Study on Reading Strategies 9. Literate Language from Storybooks 10. Young Arabic-speaking Learners’ Spelling Skills 11. Transfer from Arabic Grammar to Children’s English Part III: Teachers and Students in Action 12. Whole Language Experience in Kindergarten 13. Flexibility of Story-Based Approaches 14. Children’s Diverse Reactions to Stories 15. Teacher Effectiveness and Learner Engagement 16. Conclusions References Index
£85.50
Peter Lang AG Zur Digitalisierung von Lernorten -
Book SynopsisDigitalisierung und virtuelle Lernräume erschließen neue Möglichkeiten für den Fremdsprachenunterricht. Welches Verständnis von virtuellen Sprachlernräumen aber haben wir? Sind digitale Wörterbücher und Korpora Lernräume? Was ist der Unterschied zu Tools, die Zugang zu Räumen und Diskursen ermöglichen? Wie ist eine diesbezügliche Lernortdidaktik zu konzipieren? Dieser Band versucht eine Begriffsklärung und Systematisierung des Digitalen und Virtuellen. Er spannt aber auch den Bogen zu konkreten Lehrkonzepten für den Umgang mit dem sich beständig erweiternden Gegenstandsbereich. Erste empirische Studien runden die Betrachtung dieses wachsenden Forschungsfeldes ab. In elf Beiträgen stellen 15 Autor:innen ihre aktuelle Forschung zu Englisch und Deutsch als Fremdsprache vor.
£999.99
Coledown Bilingual Books Sabor e Baking: A Bilingual Portuguese-English Cookbook
£12.80
Start Classics-Nbn A Concise Anglo-Saxon Dictionary
Book Synopsis
£15.20
Indiana University Press International Education at the Crossroads
Book SynopsisTable of ContentsIntroductionI. Internationalization in a Global Context1. The Importance of Increasing Our Investment in International Education2. Internationalizing Education as We Move Deeply into the 21st Century3. What's Happening to the World?4. Going, Golden, Gone? Internationalization's Past, Present, and Future5. The Globalization of Internationalization?6. Why International Education: Recent Past, Present, and Future7. The Broadest Possible EducationII. Legacies of Title VI, Area & Global Studies8. In Praise of Title IV9. The Political Economy of International Education in the United States10. Area Studies in the Light of New Theoretical and Global Developments11. The Future of International Studies and Area Studies12. Global Education for Generation ZIII. Languages13. Priorities in Language Study: Campus Trends, Future Needs14. Ensuring U.S. National Capacity in World Languages and Cultures for the 21st Century15. Myaamiaataweenki: The Myaamia Language16. How and Why to Promote Multilingualism in U.S. Schools17. International Education: Just a Fancy Idea for a Few, or a Vital Component of Higher Education and of Our Future?VI. Internationalization in Practice18. From International to Global: Rethinking Worldwide Engagement19. Global Education, Educating Globally20. Growing Global Competence in the Midwest21. A View from Somewhere22. Lessons from History... Made in IndianaV. Crossroads: Agencies, Mechanisms, and a Nation23. Reflections on Title VI from a National Perspective24. U.S. Department of Education International and Foreign Language Education Programs25. International Education and Exchanges Offer Effective Education Diplomacy for the United States26. Foreign Language and International Education—A Critical Requirement: A Practitioner's ViewIndexList of Contributors
£22.79
Stanford University Press Learning Difference
Book SynopsisAn examination of the role that race plays in the lives of students at a multiracial U.S. high school.Trade Review"Learning Difference is exceptionally good school ethnography. Staiger brings hidden forces to the surface that are not easily seen in classrooms and schoolyards but that nevertheless seethe through the ways in which different racial groups fashion their relations with schooling and one another. This book is a must read for anyone interested in how race is actually constructed and played out in public high schools." -- American Anthropologist"American schools are a battleground of diverse issues—busing, unequal access to resources, multicultural education and bilingual classes, gangs, and declining property values. Underlying all of these is the issue of race. Thank goodness for Annegret Staiger, who is not afraid to shine a bright light on the social conflicts our children navigate every day. Learning Difference digs deep into the lives of high school students of different backgrounds to explore how they live together and apart, managing friendship and animosity, challenged by well-meaning but misguided school policies. This book should be required reading in every teacher-training degree, and placed on the desk of every principal." -- Kevin Bales, President * Free the Slaves *"A savvy ethnographer, Staiger reveals the social contours of an urban high school with no racial majority. Here black, white, Latino, and Asian adolescents aggressively use race and gender as tools to define identities and groups across multiple school spaces. Viewed by outsiders as harmonious, this school seethes with strong divisions and alliances among racial groups jockeying for position in a familiar white-to-black hierarchy. Concealed behind color-blind talk, societys racial stratification system replicates itself in an internal segregation of gifted and at risk students. If schools are testing grounds for social justice and equality, this one is more failure than success." -- Joe R. Feagin * Texas A & M University *Table of ContentsContents List of Figures and Tables xxx @toc4:Acknowledgments xxx @toc2:Chapter 1 Introduction 1 Chapter 2 Newtown, Its Communities, and Roosevelt High School 000 Chapter 3 "Gifted Whites" and "At-Risk Blacks"--The Educational Organization of Racial Differences 000 Chapter 4 Race Politics in the School Yard: Alliances, Dominance, Subordination 000 Chapter 5 Performing Manhood through the Race Matrix 000 Conclusion 000 @toc4:References Cited 000 Notes 000 Index 000
£18.89
Stanford University Press Mexican Roots American Schools
Book SynopsisImproving the educational success of the children of Mexican immigrants is crucial to the future prospects of these children as well as to the American population at large. This book documents how various aspects of these children's lives help or hinder their learning in elementary school.Trade Review"This study provides a valuable new perspective on the degree to which the effects of immigrant status are limited by socioeconomic status in Mexican immigrant families." -- CHOICE"Insightful, analytically sophisticated, and beautifully written, Mexican Roots, American Schools provides rich insights into characteristics of children and the contexts of development that serve to influence their transitions into elementary school. Highly recommended for anyone interestedin understanding critical intervention points that could better the educational trajectories of Mexican-origin children." -- Carola Surez-Orozco * Steinhardt School of Education, New York University, author of Children of Immigration *"With immigration across the Mexican border at the center of national policy debates, it is appropriate that someone ask "what of the children?" Crosnoe's book focuses a spotlight on the family and school conditions of Mexican immigrant children. If nothing changes, the patterns documented in Mexican Roots anticipate deepening inequality in our society and challenges for Mexican immigrant children, their families, and their communities. But Crosnoe's message also is a hopeful one. Mexican Roots is a good, if sobering, read, recommended to anyone interested in the well-being of immigrant children specifically or in understanding schools as an engine for social mobility more generally." -- Karl Alexander * Johns Hopkins University *"Immigration is transforming the race-ethnic landscape of American schools, and the children of Mexican immigrants are the leading edge of this change. Their success in school and the resulting opportunities in adulthood will have profound implications across American society. This book is likely to become the classic study on the determinants of school achievement among young children of Mexican immigrants." -- Donald J. Hernandez, University at Albany, SUNY, Former Special Assistant * U.S. Bureau of the Census *Table of ContentsContents Acknowledgments 1. American Dreams for a New Generation 2. Studying Children from Mexican Immigrant Families 3. Looking at Three Domains of Child Development 4. Exploring Three Contexts of Child Development 5. The High Stakes of Early Learning in Math 6. What Have We Learned? 7. Where Do We Go From Here? Epilogue Appendix Notes References Index
£18.04
Teachers' College Press Guided Drawing With Multilingual Preschoolers
Book SynopsisDrawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development.Table of Contents Contents Acknowledgments vii Introduction 1 The Power of Guided Drawing 2 The Promise of Guided Drawing 3 Organization 4 1. Changing Landscapes of Early Childhood Classrooms 6 Push-Down Pressures 7 Increases in Linguistic Diversity 8 Demographics of Multilingual Learners 10 Supporting Multilingual Learners in Early Childhood Settings 11 Supporting Children's Home Language(s) 12 Supporting English Language Acquisition 13 What Is Guided Drawing Anyway? 14 2. Growing Language Purposefully 18 The Importance of a Strong Language Foundation 19 Growing Language in Preschool 25 Language-Building Dispositions 25 The Case for Content-Rich Instruction 33 Strategies That Build and Extend Children's Knowledge of the World 34 Use Instructional Routines That Deepen Children's Knowledge 38 3. Guided Drawing: Definitions, Purposes, and Processes 50 Defining (and Refining) Guided Drawing 51 Instructional Features of Guided Drawing 52 Learning Through the Guided Drawing Process 58 Looking Back and Ahead 68 4. "I'm Gonna Draw a Bumblebee" 69 More Than Mark Making 69 Drawing Defined 70 Drawing Development 72 Why Children Draw 75 Challenges Faced During Drawing 83 Looking Ahead 87 5. "He Have a Thorax?" 88 Purposeful, Planful, Thoughtful Instruction 89 Building Teacher Knowledge: Why It Matters 107 6. Planning in Action—Leading With Language 110 Purposeful Instruction: What Should Our Learners Know About Frogs and Toads? 112 Planning to Teach Frog and Toad Content Explicitly 117 Teaching Content Explicitly 119 Determining What Was Learned 141 Thoughtful Reflections on Learning and Teaching With Guided Drawing 143 Conclusion 148 Children's Media Referenced 153 References 155 Index 171 About the Authors 181
£28.49
Information Age Publishing Language Across Disciplinary Boundaries
Book Synopsis
£61.88
Information Age Publishing Language Across Disciplinary Boundaries
Book Synopsis
£89.02
Information Age Publishing Language and Power
Book Synopsis
£58.63
Information Age Publishing Language and Power
Book Synopsis
£89.02
Information Age Publishing Language and Social Justice
Book Synopsis
£55.37
Information Age Publishing Language and Social Justice
Book Synopsis
£89.02
Information Age Publishing Language and Society
Book Synopsis
£55.37
Information Age Publishing Language and Society
Book Synopsis
£89.02
Information Age Publishing A Critical Examination of Language and Community
Book Synopsis
£55.37
Information Age Publishing A Critical Examination of Language and Community
Book Synopsis
£89.02
Information Age Publishing School-University-Community Collaboration for
Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors
£47.45
Information Age Publishing School-University-Community Collaboration for
Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors
£87.40
Brookes Publishing Co Special Education Considerations for Multilingual
Book SynopsisMultilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: Form collaborative MTSS teams that blend the diverse expertise of staff members Evaluate and enhance the learning environment for multilingual learners Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors Authentically assess the strengths of multilingual learners Create a continuum of services that addresses the individual needs of each student Plan effective instruction and intervention using a multilingual lens Monitor the effectiveness of support strategies and programming for multilingual learners PRACTICAL FEATURES: MTSS team activities to support professional learning Templates, a rating scale, and other reproducible tools Real-world examples from the field Discussion questions to help teams apply the concepts to their own student population Table of Contents Foreword Preface About the Online Resources Chapter 1: A FRAMEWORK FOR CONSIDERING THE SPECIAL NEEDS OF MULTILINGUAL LEARNERS Key Concepts Reasons for the Misidentification of Special Needs Developing a Multi-Tiered System of Supports The Need to Provide Relevant Services in a Timely Manner Some Myths Regarding Multilingual Learners and Special Education The Continuum of Services Framework Questions for Reflection and Action Chapter 2: A COLLABORATIVE MODEL OF INFORMATION GATHERING AND SERVICE PROVISION Key Concepts Getting a Head Start Challenges to This Continuum of Services Responsibilities of MTSS Teams Makeup of MTSS Teams Building Professional Bridges across Specializations Characteristics of an Effective MTSS Team How to Form Effective MTSS Teams What MTSS Teams Can Accomplish An Innovative Approach Questions for Reflection and Action Chapter 3: THE LEARNING ENVIRONMENT CREATED FOR MULTILINGUAL LEARNERS Key Concepts Key Factors in the Learning Environment Evaluating the Adequacy of the Learning Environment Enhancing the Learning Environment Considering the Six Integral Factors Questions for Reflection and Action Chapter 4: PERSONAL AND FAMILY FACTORS Key Concepts Key Factors in the Student’s Personal and Family Background Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 5: PHYSICAL AND PSYCHOLOGICAL FACTORS Key Concepts Key Physical and Psychological Factors Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 6: PREVIOUS SCHOOLING FACTORS Key Concepts Key Factors in Previous Schooling Information Gathering and Evaluating the Adequacy of Previous Schooling Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 7: ORAL LANGUAGE AND LITERACY DEVELOPMENT Key Concepts Key Factors in Oral Language Development Key Factors in Literacy Development Understanding the Relationship between Students’ Home Language and English Language Use Patterns Information Gathering What to Assess in Oral Language and Literacy How to Assess Oral Language and Literacy Comparisons with Peers Systemic Learning Support Strategies Specific Learning Support Strategies Questions for Reflection and Action Chapter 8: ACADEMIC PERFORMANCE Key Concepts Key Factors in Academic Performance Gathering Information about Academic Performance Systemic and Specific Learning Support Strategies Questions for Discussion Questions for Study Groups Chapter 9: CROSS-CULTURAL FACTORS Key Concepts Key Characteristics of Culture Information Gathering and Evaluating Cultural Difference Factors Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 10: DESCRIBING BEFORE IDENTIFYING: WHEN SPECIFIC CHALLENGES PERSIST FOR SOME MULTILINGUAL LEARNERS Key Concepts The Importance of Describing before Identifying The Process of Data Collection and Explanation Questions for Reflection and Action Chapter 11: DELIVERING A CONTINUUM OF SERVICES Key Concepts Providing Support in a Timely Manner A Solution-Seeking Approach Based on Meaning A Forum for Crafting and Evaluating Interventions Key Principles for Crafting and Evaluating Interventions Validating Difficulties and Intervening across Contexts Home Language and Culture as Resources A Sample Process Questions for Reflection and Action Chapter 12: PUTTING IT ALL TOGETHER Key Concepts Identification of Multilingual Learners Who Experience Significant Challenges in School Anticipating and Addressing Predictable Challenges Creating a Supportive and Enriched Learning Environment Questions for Reflection and Action Glossary References Index
£38.21
