Full Description
This book joins experts in the field in a conversation focused on raising the level of instruction in schools in ways that validate all learners' realities. This book is for educators who wish to advocate for students' right to literacy. Chapter authors believe that educators must honor all learners' languages, seek to understand every student's funds of knowledge, and acknowledge English learners' cultural capital. They examine literacy as cultural and social phenomena. They link theory to teachers' practice in an easy to understand tone. This book is written for teachers and school administrators who know that the schoolhouse must attend to the educational needs of a student demographic that is plurilingual and pluricultural. It is for educational leaders who want to encourage EL expertise and leadership at all levels.
Contents
Foreword—Joan Wink
Preface
Acknowledgements
Introduction
Part 1 The Future of the Schoolhouse
Chapter 1: Examining Components of School Districts with High Expectations for ELs' Academic Success
Ester de Jong, Tuba Yilmaz
Chapter 2: Planning Instruction for ELs: Culture, Language and the Curriculum
Mayra C. Daniel
Chapter 3: Developing Bilingualism and Biliteracy in Content Instruction using a Linguistic
Integrative Perspective
Aida A. Nevárez-La Torre
Part 2: Considerations for Examining Language Development
Chapter 4:Language is a Resource: Revaluing Readers' Transliteracies Through
Miscue Analysis and Retrospective Miscue Analysis (RMA)
Yetta Goodman, Kelly Allen
Chapter 5: Language Development in Early Readers and Writers
Carol Owles
Chapter 6: Exploring English Learners' Languages and Cultures Through Visual Literacy
Mayra C. Daniel
Part 3: Authentic Data Driven Evaluation
Chapter 7: Considerations for Instruction and Assessment of ELs with Special Educational Needs
Barbara E. Marler
-
- 和書
- 古寺巡礼 ハルキ文庫
