Education of bilingual or multilingual students Books

Book SynopsisThis open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students. Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.Table of ContentsPart 1: Reading comprehension: from research to practical teaching guidelines: Chapter 1: Theories of reading comprehension: The current state of affairs on reading comprehension research.- Chapter 2: Evidence-based didactic principles and practical teaching suggestions: An overview of evidence-based didactic principles for reading comprehension, illustrated in practical lesson suggestions.- Chapter 3: Exploring reading comprehension skills using PIRLS 41 Schematic description of two PIRLS texts and items.- Part 2: Teaching reading comprehension in a multilingual classroom: Chapter 4: Reading comprehension and multilingual students: Scientific insights about teaching reading comprehension to multilingual students.- Chapter 5: Good practices in teaching reading comprehension from five PIRLS countries: Inspiring examples of reading education for multilingual students.- Glossary.- References.

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Book SynopsisThe purpose of this book is to guide teachers to understand theory related to teaching multilingual students and put it into practice in their classrooms. Throughout each chapter, the authors uniquely bring together relevant theory regarding language (e.g. the multilingual turn, second language acquisition, translanguaging) literacy (e.g. reading comprehension, new literacy studies, multimodality), and culture (e.g. funds of knowledge, culturally sustaining pedagogies). The chapter authors (practicing ESL, bilingual, world language, language immersion, and mainstream teachers) share how they are innovatively teaching multilingual students by understanding theory and applying it to their instructional setting.The audience for this book is teachers of multilingual students who are in the dynamic process of language acquisition. This includes TESOL/ESL, bilingual, language immersion, and world language teachers, as well as mainstream teachers who teach bilingual students—essentially all educators in modern society. The book is of particular interest for teacher education programs since each chapter explains theory and then illustrates exactly how one teacher put that theory into practice in teaching multilingual students.

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Book SynopsisThe purpose of this book is to guide teachers to understand theory related to teaching multilingual students and put it into practice in their classrooms. Throughout each chapter, the authors uniquely bring together relevant theory regarding language (e.g. the multilingual turn, second language acquisition, translanguaging) literacy (e.g. reading comprehension, new literacy studies, multimodality), and culture (e.g. funds of knowledge, culturally sustaining pedagogies). The chapter authors (practicing ESL, bilingual, world language, language immersion, and mainstream teachers) share how they are innovatively teaching multilingual students by understanding theory and applying it to their instructional setting.The audience for this book is teachers of multilingual students who are in the dynamic process of language acquisition. This includes TESOL/ESL, bilingual, language immersion, and world language teachers, as well as mainstream teachers who teach bilingual students—essentially all educators in modern society. The book is of particular interest for teacher education programs since each chapter explains theory and then illustrates exactly how one teacher put that theory into practice in teaching multilingual students.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book Synopsis

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Book SynopsisOffers more than 100 activities using dialogues, role plays, games, and audiovisual aids to practice conversation, oral presentations, and interviewing; as well as the subskills of grammar, vocabulary, pronunciation, and interaction.

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Book SynopsisWhat are some lessons learned from the pandemic?We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.Above all, we learned that the normal many of us have yearned for wasnevergood enoughthat we must envision a better world, where we build on our multilingual students' unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.It's this better world, a world in which communities, schools, and classrooms work together as a whole-child ecosystem,Beyond Crises:Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classroomssets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:1.Imagining Communitiesdescribes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member's assets and competencies, and the ways recent crises have amplified their struggles.2.Imagining Schoolstakes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.3.Imagining Classroomsdemonstrates how to optimize learning opportunitiesboth virtual and face-to-faceso our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.Student and family, classroom, school, and local community are not silos unto themselves, Debbie, Margarita, and Margo insist. They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.Beyond Crisesis the first critical step forward.Trade Review"This timely and unique volume from Zacarian, Calderón, and Gottlieb, three of the most renowned masters in the field of teaching culturally and linguistically diverse students, spotlights the critical need for collaborative relationships between communities, schools, and classrooms to engage in advocacy for equitable educational opportunities for all learners. It guides the reader through a journey of reflection by making connections to one’s own experiences with relationship building as well as identifying action steps to strengthen partnerships. It also invites the reader to imagine ways to be open to change and make things happen! This book is a must read for anyone who works with this special student population." -- Maria Dove"Through witnessing the pandemic’s detrimental effects on English learners, I’m left grasping for a silver lining. I need to know how to make sense of what has happened, to learn from the challenges and heartbreak, and to thoughtfully move forward. Beyond Crises comes at just the right time. Through compelling student stories, anecdotes from fierce advocates, and spot-on reflection questions and tools, the authors guide us to reimagine education for ELs." -- Diane Fenner"Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms is just the resource administrators, instructional leaders, and educators in all walks of life need! This timely book by the powerful trio--Debbie Zacarian, Margarita Calderón, and Margo Gottlieb--is destined to pave the way for imagining and re-imagining our communities, schools, and classrooms in a post-crisis world. Their unapologetic call-for-action is to overturn racial, cultural and linguistic inequities—this book will show you how!" -- Andrea Honigsfeld"What a superb and relevant discussion of how we as educators and servants can take our colleagues, our students and their families to the next level. Debbie, Margarita, and Margo have done a great job combining practical, critical practices, and partnerships with perfect examples of why we as educators do what we do. You’ll want to buy two, one for yourself and one to share." -- Shawn Slakk"By using voices from communities, schools, and classrooms, Beyond Crisis re-envisions how systems can move away from deficit-based paradigms. The practical and new ways of re-imagining presented in this book highlight and inspire a call to action that encourages strengths-based partnerships to acknowledge assets and competencies within systems. Beyond Crisis is a relevant and responsive book that motivates hope and empathy to address polarizing and chaotic times in our nation." -- Ivannia Soto"Beyond Crisis is the humanizing, empowering book we need right now! Read it for a compelling vision and action steps to move beyond crisis and create the interconnected schools and communities our multilingual learners deserve." -- Tonya Ward SingerTable of ContentsDedication Author′s Acknowledgements Foreword by Dan Alpert Introduction Part I: Imagining Communities Chapter 1: Designing and Enacting Strengths-Based Communities Chapter 2: Sustaining a Whole Child ′Ecosystem′ Chapter 3: Striving for Interdependent, Interconnected Communities Part II: Imagining Schools Chapter 4: Imagining Schools Beyond the Crises Chapter 5: Sustaining Growth and Momentum Chapter 6: Striving for Interdependence and Interconnections Part III: Imagining Classrooms Chapter 7: Designing and Enacting Classroom Change Chapter 8: Sustaining Momentum and Growth in Classrooms Chapter 9: Striving for Interconnections References Index

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