
Engaging English Learners
Exploring Literature, Developing Literacy and Differentiating Instruction
Pearson (Publisher)
Published on 3. July 2008
Book
Paperback/Softback
224 pages
978-0-13-513088-9 (ISBN)
Description
Written with a captivating voice, Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction, 1/e presents teachers with a charming recital of the conversations and advice that are sure to engage every learner in an active role to glean meaning from text. Together, the authors highlight the use of reader-response theory in classrooms and uncover how it can affect literacy learning and second language acquisition. This book is a testament to their philosophical approach, illustrating how student-centered instruction using literature, can differentiate instruction for English learners, engaging them in purposeful reading and writing.
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 191 mm
Weight
381 gr
ISBN-13
978-0-13-513088-9 (9780135130889)
Schweitzer Classification
Persons
Paul Boyd-Batstone, Ph.D., is an Associate Professor of Language and Literacy at California State University, Long Beach in the Department of Teacher Education. He taught for over 15 years as a Spanish/English bilingual teacher in elementary settings and initiated one of the first Cambodian, Khmer-speaking bilingual programs in the country. He has published numerous articles and texts, including Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction with Carole Cox.
Carole Cox, Ph.D., teaches at California State University, Long Beach where she was named the Outstanding Professor in 2001. She taught elementary school in Los Angeles and Madison, Wisconsin. Students she taught in 3rd-5th grades in the 1960's and 70's and others who participated in a Shakespeare for Children summer program she created in Madison held a reunion for her in 2005 and the Mayor of Madison declared July 2, 2005 Carole Cox Day. Her publications include a textbook Teaching language arts: A student-centered classroom, 6th ed. (Pearson Teacher Education and Development, 2008), and a new book with co-presenter Paul Boyd-Batstone, Engaging English learners: Exploring literature, developing literacy, and differnetiating instsruction (Pearson Teacher Education and Development , 2009), among others. Her research has focused on children's stance towards literature from a reader-response perspective.
Carole Cox, Ph.D., teaches at California State University, Long Beach where she was named the Outstanding Professor in 2001. She taught elementary school in Los Angeles and Madison, Wisconsin. Students she taught in 3rd-5th grades in the 1960's and 70's and others who participated in a Shakespeare for Children summer program she created in Madison held a reunion for her in 2005 and the Mayor of Madison declared July 2, 2005 Carole Cox Day. Her publications include a textbook Teaching language arts: A student-centered classroom, 6th ed. (Pearson Teacher Education and Development, 2008), and a new book with co-presenter Paul Boyd-Batstone, Engaging English learners: Exploring literature, developing literacy, and differnetiating instsruction (Pearson Teacher Education and Development , 2009), among others. Her research has focused on children's stance towards literature from a reader-response perspective.
Content
Chapter 1 Teaching with Literature in a Classroom of English Learners
Senor B.B.'s Third-Grade Class of English Learners
A First Conversation Between Carole and Paul
A Change in Thinking About Teaching with Literature
Chapter 2 Reader-Response and Learning English as a Second Language
Reader-Response Theory
Theories of Learning English as a Second Language
Mapping the Crossroads of Reader-Response and Learning English as a Second Language
Chapter 3 Bridging Theory and Research Into Practice
The Reader and the Text When Teaching with Literature
Engaging English Learners
Chapter 4 Components of Literature Circles with English Learners
Knowing the English Learner for Differentiating Instruction
Literature Circles with English Learners
Chapter 5 Engaging English Learners with Literature Circles in the Classroom
A Morning in Paul's Classroom
Exploring Literature, Developing Literacy, and Differentiating with Jackie
Compendium of Case Studies
Chapter 6 Case Study of Juan: The Beginning English Learner
Chapter 7 Case Study of Ann: The Native English Speaker
Chapter 8 Case Study of Eduardo: The Intermediate/Advanced English Learner
Senor B.B.'s Third-Grade Class of English Learners
A First Conversation Between Carole and Paul
A Change in Thinking About Teaching with Literature
Chapter 2 Reader-Response and Learning English as a Second Language
Reader-Response Theory
Theories of Learning English as a Second Language
Mapping the Crossroads of Reader-Response and Learning English as a Second Language
Chapter 3 Bridging Theory and Research Into Practice
The Reader and the Text When Teaching with Literature
Engaging English Learners
Chapter 4 Components of Literature Circles with English Learners
Knowing the English Learner for Differentiating Instruction
Literature Circles with English Learners
Chapter 5 Engaging English Learners with Literature Circles in the Classroom
A Morning in Paul's Classroom
Exploring Literature, Developing Literacy, and Differentiating with Jackie
Compendium of Case Studies
Chapter 6 Case Study of Juan: The Beginning English Learner
Chapter 7 Case Study of Ann: The Native English Speaker
Chapter 8 Case Study of Eduardo: The Intermediate/Advanced English Learner