This accessible and practical text offers mainstream classroom teachers a comprehensive resource on educating English language learners (ELLs) successfully. The Second Edition of Not for ESOL Teachers identifies key issues and challenges concerning the teaching of language and content to English language learners. It also offers teachers a variety of research-proven strategies in order to address those students' multiple learning needs.
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.
"Who is the English Language Learner? How do I communicate with them? How do I prepare them for standardized tests? How do I teach them advanced reading skills when their vocabulary is so limited?" These are the questions raised by teachers facing the daunting task of teaching English Language Learners regular subject content in the general classroom. The No Child Left Behind policy (2001) raises the accountability for all our students including English Language Learners. This text is a concise and practical resource book that combines current research in English language learning with teaching application strategies for the preK-12th grade classroom. The teaching strategies are research based, time tested, classroom proven, and they work.
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: 2008
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.
Praised for its strong research base, engaging style, and inclusion of specific teaching ideas, the Fourth Edition comprehensively examines oral language, reading, and writing development in English for K-12 students. This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12).
Teaching Learners of English in Mainstream Classroomsis a unique resource designed to help K-8 classroom teachers integrate language learning into the content curriculum. This book helps teachers teach their grade level curriculum even though they may have English language learners in their classrooms. By using the strategies provided, teachers can promote content achievement for all of their students. Specifically written for content teachers, Linda New Levine and Mary Lou McCloskey's clear and friendly writing style emphasizes practical application of known second language learning principles.
... 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.
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
Multilingual writers--often graduate students with more content knowledge and broader cultural experience than a monolingual tutor--unbalance the typical tutor/client relationship and pose a unique challenge for the writing center. Multilingual Writers and Writing Centers explores how directors and tutors can better prepare for the growing number of one-to-one conferences with these multilingual writers they will increasingly encounter in the future.