Description
Book SynopsisRecent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language.
Trade Review"An important, much-needed contribution to the field. The book covers an impressive breadth of topics and draws from various strands of research. It will be useful to scholars, to faculty engaged in the preparation of future teachers, and to practitioners. I recommend it highly for preservice teacher education programs."--Guadalupe Valdés, PhD, Bonnie Katz Tenenbaum Professor of Education, Stanford University
"This book is a response to the silence of the CCSS on emergent bilingual students. It is a loud statement of how policy, pedagogy, and professional learning cannot be 'common,' but must clearly differentiate among students. Readers are guided to adapt their pedagogical and assessment practices in order to provide emergent bilinguals with a truly equal educational opportunity."--Ofelia García, PhD, Urban Education PhD Program, The Graduate Center, City University of New York
"A 'must read' for those working with English language learners. This book offers key components to aid those supporting emergent bilingual students through a study of best practices from all over the United States."--Alexandra Montes McNeil, EdD, Principal Leader, Office of the Superintendent, Boston Public Schools
"As policy and standards continue to move forward, it is crucial to address the needs of emergent bilingual students. The editors have provided a clear and progressive view of many avenues for addressing these students' strengths and needs in the classroom. Accessible to future and current practitioners alike, this book should be required reading in all literacy education programs."--Julie L. Pennington, PhD, College of Education, University of Nevada, Reno -
Table of ContentsI. Policy
1. Language Education Policies in the Common Core Era: Policy Initiatives That Affect Emergent Bilingual Youth, Francesca López
2. Effective Instruction for Emergent Bilingual Children: Accelerating English Acquisition While Developing Biliteracy, Kathy Escamilla and Susan Hopewell
3. Response to Intervention for Emergent Bilingual Students in a Common Core Era: Guiding Principles for Distinguishing between Language Acquisition and Learning Disability, Amy M. Eppolito and Vanessa Santiago Schwarz
II. Pedagogy
4. English Learners and Instructional Texts: Evidence, Current Practice, and a Call to Action, Elfreida H. Hiebert
5. Supporting Linguistically Diverse Students to Develop Deep, Flexible Knowledge of Academic Words, Amy C. Crosson
6. Using Strategy Instruction to Promote Reading Comprehension and Content Learning, Alison Boardman and Cristin Jensen Lasser
7. Dialogic Reasoning: Supporting Emergent Bilingual Students’ Language and Literacy Development, Marcela Ossa Parra, Christopher J. Wagner, C. Patrick Proctor, Christine M. Leighton, Dana A. Robertson, Jeanne R. Paratore, and Evelyn Ford-Connors
8. Writing Arguments: The Experience of Two Mainstream Teachers Working with Multilingual Students, María Estela Brisk, Yalda M. Kaveh, Pat Scialoia, and Beverly Timothy
9. Energizing Reading: Engagement in Teaching and Learning, Ana TaboadaBarber and Peet Smith
10. Situating the English Language Arts Common Core Standards in Science: Enhancing Access to Language for Emergent Bilingual Students, Marco A. Bravo
III. Professional Learning
11. Academic Language and Literacy in Every Subject (ALLIES): A Capacity-Building Approach to Supporting Teachers in Grades 4–8, Susan P. O’Hara, Robert Pritchard, and Jeff Zwiers
12. Supporting Linguistically Responsive Teaching: e-Learning Communities for Academic Language Learning in Mathematics and Science (eCALLMS), Kara Mitchell Viesca, Boni Hamilton, Anne O. Davidson, and the eCALLMS Team
Index
