Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
Published on 4. February 2015
Book
Hardback
328 pages
978-1-78441-494-8 (ISBN)
Description
Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California, Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education. Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.
More details
Series
Language
English
Place of publication
Bingley
United Kingdom
Publishing group
Emerald Publishing Limited
Target group
Professional and scholarly
College/higher education
Dimensions
Height: 235 mm
Width: 157 mm
Thickness: 22 mm
Weight
627 gr
ISBN-13
978-1-78441-494-8 (9781784414948)
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
Other editions
Additional editions
Yvonne S. Freeman | David E. Freeman
Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals
E-Book
02/2015
Emerald Group Publishing Limited
€112.99
Available for download
Content
Joining the Team: A Study of Unintentional Professional Development.
The Power of Culturally Relevant Texts: What Teachers Learn about their Emergent Bilingual Students.
Promoting Exploratory Talk with Emergent Bilinguals.
Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers.
Freedom within Structure: Practices for Teacher Sustainability, Efficacy, and Emergent Bilingual Student Success.
Teachers' Understanding of Practice: Planning and Implementing Preview/View/Review in the Dual Language Classroom.
An Art of Being in between: The Promise of Hybrid Language Practices.
Reshaping the Mainstream Education Climate through Bilingual-Bicultural Education.
Why Didn't Anyone Tell Me this Before?.
Empowering Language and Learning with Muslim Immigrant Youth.
"We Only Teach in English": An Examination of Bilingual-In-Name-Only Classrooms.
Afterword.
Copyright page.
Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals.
Introduction.
List of Contributors.
Advances in Research on Teaching.
Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals.
About the Authors.
About the Editors.
The Power of Culturally Relevant Texts: What Teachers Learn about their Emergent Bilingual Students.
Promoting Exploratory Talk with Emergent Bilinguals.
Mainstream Teachers in Two-Way Immersion Programs: Becoming Content and Language Teachers.
Freedom within Structure: Practices for Teacher Sustainability, Efficacy, and Emergent Bilingual Student Success.
Teachers' Understanding of Practice: Planning and Implementing Preview/View/Review in the Dual Language Classroom.
An Art of Being in between: The Promise of Hybrid Language Practices.
Reshaping the Mainstream Education Climate through Bilingual-Bicultural Education.
Why Didn't Anyone Tell Me this Before?.
Empowering Language and Learning with Muslim Immigrant Youth.
"We Only Teach in English": An Examination of Bilingual-In-Name-Only Classrooms.
Afterword.
Copyright page.
Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals.
Introduction.
List of Contributors.
Advances in Research on Teaching.
Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals.
About the Authors.
About the Editors.