Description
Book SynopsisSecondary ELA teachers, be excited:here at last is that crash course in utilizing the best of what we already know about teaching reading, writing, and language to ensure our English learners thrive.
Take Penny Kittle and Donalyn Miller's reader's workshops. Take Kylene Beers and Robert Probst's signposts. Take the best writing techniques advanced by the National Writing Project. Take Jim Burke's essential questions for life. Award-winning EL authorities Mandy Stewart and Holly Genova describe immediate adaptations you can put in place to simultaneously build your ELs' language and literacy, while affirming their languages, cultures, and unique lived experiences.
A rare blend of the humane and practical,But Does This Work with English Learners?is a book on how to leverage our ELs' full linguistic repertoires in the ELA classroom, while remaining sensitive to those barriers that could restrict learning. With this boo
Table of Contents
Foreword by Gretchen Bernabei Preface Mandy’s Teaching Story Holly’s Teaching Story Our Teaching Story: A Research/Practice Partnership Our Purpose: Every ELA Teacher, a Language Teacher Overview of the Book Using the Book Acknowledgments About the authors Chapter 1: Language Learners: Seeing Beyond the Labels Diversity of Language Learners Sociopolitical Influences Second-Language Acquisition Bilingualism and Biliteracy Student Profiles: Meet Language Learners Conclusion Chapter 2: Teaching Through Reader’s Workshop The Reader’s Workshop Model Know Your Multilingual Students Second-Language Acquisition Regarding Reading Modification of Reader’s Workshop for Language Learners Student Profiles: Meet Multilingual Readers Conclusion Chapter 3: Teaching Through Writer’s Workshop The Writer’s Workshop Model Know Your Multilingual Students Second-Language Acquisition Regarding Writing Modifications of Writer’s Workshop for Language Learners Student Profiles: Meet Multilingual Writers Conclusion Chapter 4: Teaching Through Structures and Community Learning Structures Building Community: Who Am I? Who Are My Classmates? Student Profiles: Meet Classroom Community Members Conclusion Chapter 5: Teaching Through Inquiry Cycles Identity: Who Am I? My Life, My Stories: How Am I Unique? Student Profiles: Meet Students Who Shared and Healed Conclusion Chapter 6: ESL FAQ: Our Most Frequently Asked Questions as ESL Teachers How do I teach students if I don’t speak their language? What about grammar? What do I do with a newcomer? How do I continue my instructional plan when I get new students, who are also newcomers, throughout the school year? How do I teach the grade-level ELA standards while I teach the language? What does students’ first language have to do with the ELA classroom? What language should students read in for independent reading time? How do I learn about their previous educational experiences? What is the best way to help long-term English learners (L-TELs)? How do I incorporate culture into the classroom in an authentic way? How do I not offend students whose culture is so different from mine? How do I get support from students’ families? How do I get support from my administrators and other teachers? What if students are undocumented or underdocumented? How do I motivate students to want to use English in and out of the classroom? What is your favorite learning activity with language learners? Conclusion Get QUACKing! Appendix A Appendix B Appendix C Appendix D Appendix E Glossary References Index
