Responding to the need to prepare elementary teachers for the increasinglinguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a "big picture" and an "up close and personal" look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students. Book Features: Illuminates the variation among students who have been categorized as English language learners. Provides access to a broad range of research-based approaches in teacher-friendly language. Examines key dilemmas that teachers are likely to encounter in today's classrooms. Avoids recipes or "cookie-cutter" approaches to complex scenarios. Addresses academic vocabulary and language development, a key barrier to accessing content for students learning English as a new language.
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Lori A. Helman is associate professor at the University of Minnesota, USA in the Department of Curriculum and Instruction and director of the Minnesota Center for Reading Research. Carrie Rogers is assistant professor at Western Carolina University, USA in the School of Teaching and Learning. Amy Frederick is assistant professor at the University of Wisconsin River Falls, USA in the Teacher Education Department. Maggie Struck is a doctoral candidate in critical literacy in the Department of Curriculum and Instruction at the University of Minnesota, USA.
Dewey Decimal Classfication (DDC)