... in When English Language Learners Write, Katharine Davies Samway explores second language writers, shattering myths and in their place offering meaningful insight into powerful instruction. When English Language Learners Write helps you connect the latest thinking on ELLs and language acquisition to your everyday classroom practices.
Call Number: Available as an ebook and at the JPL 3rd Floor: PE1128.A2 C57 2009
Publication Date: 2009
Literacy Instruction for English Language Learners is for everyone who teaches English language learners to read and write. It turns important research findings about ELL students into evidence-based, effective classroom practice.
Second language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students.
In this comprehensive, accessible guide, pre- and in-service K-12 teachers get a firm understanding of the essential topics of first and second language acquisition along with teaching and assessment strategies for oral language development, vocabulary, writing, reading, and reading and writing across the curriculum.
Call Number: JPL 2nd Floor Reserve: PE1128.A2 P393 2017 FAC
Publication Date: 2016
This book is the ideal source for teaching oral language, reading, writing, and the content areas in English to K-12 English learners. In an approach unlike most other books in the field, Reading, Writing, and Learning in ESL looks at contemporary language acquisition theory as it relates to instruction and provides detailed suggestions and methods for motivating, involving, and teaching English language learners.
This text is a highly accessible and authoritative approach to the theory and practice of teaching writing to students of English. This book is an accessible and authoritative approach to the theory and practice of teaching writing to students of English. It sets out the key issues in second language writing instruction to offer both pre-service and in-service teachers a guide to writing instruction grounded in current theory and research. The author takes the stance that student writers not only need realistic strategies for drafting and revising, but also a clear understanding of genre to structure their writing experience according to the demands and constraints of particular target contexts. This book will be extremely useful to prospective and practicing teachers alike.
Dr. Karen Braxley, the Coordinator for Writing Tutoring at the University of Georgia, in Athens, made the very sensible suggestion: "Rather than guess how much ESL students should sound like native speakers, we should ask them." I decided to do exactly that. I asked three questions as I looked at how ESL clients are being served in the Writing Center, and how we can improve the service they receive. I asked writing consultants how they view the needs of their ESL clients. I asked the clients how they view their own needs in the Writing Center. I then asked how the Writing Center can use their combined answers to find ways to better serve the needs of ESL clients. Based on the research, and especially on the comments provided by the clients, I propose two solutions that could be implemented in the Writing Center to improve the service that ESL clients receive.
This book's focus on the different types of ESL learners, such as students from different countries, students of various academic levels, and Generation 1.5 Learners, is remarkable. It is a very useful book, and we frequently refer to it in our Writing Center. -Franziska Liebetanz