Culture, Language, and Curricular Choices
What Teachers Want to Know about Planning Instruction for English Learners
Published on 21. July 2017
Book
Paperback/Softback
174 pages
978-1-4758-2725-5 (ISBN)
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.
Reviews / Votes
Culture, Language, and Curricular Choices: What Teachers Want to Know about Planning Instruction for English Learners provides a comprehensive and robust examination of the challenges facing English Learners (EL) and the educators who are committed to supporting their academic growth. This book explores best instructional practices through the lens of biliteracy, transliteacy, language development, and assessment. Current and preservice teachers can use the book as a "go to" resource as they fine-tune their practice with ELs. -- Concetta A. Williams, EdD, Visiting Assistant Professor of Postsecondary Literacy, Northern Illinois University, Department of Literacy and Elementary EducationMore details
Language
English
Place of publication
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 10 mm
Weight
262 gr
ISBN-13
978-1-4758-2725-5 (9781475827255)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Mayra C. Daniel, professor in the Department of Curriculum & Instruction at Northern Illinois University, is the Coordinator for the Bilingual/English as a Second Language Program for NIU's College of Education.
Content
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. Nevarez-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
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. Nevarez-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