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Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, edited by Patricia Richard-Amato and Marguerite Ann Snow, is dedicated to helping teachers meet the sociocultural, cognitive, and academic language needs of today's English Language Learners (ELLs). Designed for mainstream teachers, this anthology demonstrates how students can leverage their backgorund knowledge and skills to function successfully in content-area classes. Balancing conceptual foundations with practical strategies, the book's four-part format includes chapters written by some of the field's most respected researchers and teachers. It offers a solid reeprtoire of techniques for creating a positibve instructional environment. Part I: Theoretical Considerations -- Pesents a variety of ideas to stimulate thinking and help teachers develop their own theories of practice. Part II: Sociocultural Issues and Implications -- Focus on sociocultural concerns and their implications in the classroom. Part III: The Classroom: Instruction and Assessment Practices -- Presents a wide range of pedagogical and classroom management strategies. Part IV: Readings In Specific Content Area -- Relates many of the preceding strategies and issues to specific content areas across grade levels, including math, literature, social studies, science, physical education, music, and art. New! Also by Patricia A. Richard-Amato: Making It Happen, Fourth Edition: From Interactive to Participatory Language Teaching -- Evolving Theory and Practice
Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format with lay-flat binding for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
How to give English language learners every opportunity for success This practical guide equips school leaders to help English language learners succeed. The authors show how school leaders and staff members can serve as student advocates and apply successful instructional practices that increase student learning. Written in straightforward language with quick reference charts and summaries, the text provides: Strategies for creating a culture of ELL advocacy and achievement Case studies from school leaders who have created positive change for ELLs Professional development tools that build teachers’ knowledge of second language acquisition Tips for strengthening home–school–community connections
This book is the result of a decade long effort in school districts such as New York City, Austin, and San Diego to implement challenging instruction that is designed for classrooms that include English learners and that raises the bar and increases engagement for all learners. Classroom vignettes, transcripts of student interactions, and detailed examples of intellectually engaging middle school and high school lessons provide a concrete picture of the instructional approach developed by coauthor Aida Walqui, founder and director of WestEd s Quality Teaching for English Learners (QTEL) initiative.
Educators and school psychologists throughout the country are working with growing numbers of English language learners (ELLs), but often feel unprepared to help these students excel. This highly informative book presents evidence-based strategies for promoting proficiency in academic English and improving outcomes in a response-to-intervention (RTI) framework. Illustrated with a detailed case example, the book describes best practices for working with K-5 ELLs in all stages of RTI: universal screening, progress monitoring, data collection, decision making, and intensifying instruction. In a large-size format for easy photocopying, the book includes more than two dozen reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
This practical guide equips school leaders to shape a culture conducive to high academic achievement for English language learners. Includes case studies and quick reference charts.
Approximately 4.7 million designated English language learners attend public schools (Office of English Language Acquisition, 2002). It is predicted that by the 2030s, English language learners will account for about 40 percent of the school-age population. Yet very few teachers have been trained to address the needs of these students, and the questions they ask are the same as they asked decades ago: Who are English language learners and what are effective ways for schooling them? What kind of educational program brings about the best results? What are sound practices for facilitating English language acquisition? How can English language learners have academic success in subject areas? How do we teach English language learners in our classrooms? - p. 5.
"Given the number of English learners already in our schools and the rate at which this population is growing, effectively educating language-minority students is one of the greatest challenges schools face. In this lucid, concise, and reader-friendly review of research, the authors present the information needed to create the strongest possible instructional programs." —Michael F. Graves, Professor of Literacy Education, Emeritus University of Minnesota "The authors have done an exceptionally good job of capturing the major trends, differing perspectives, and many challenges in schooling English language learners while putting forth a vision for the immediate future that is solidly grounded in research and in current and evolving knowledge." —Liliana Minaya-Rowe, Associate Researcher Center for Data-Driven Reform Johns Hopkins University "A must-read for administrators, program developers, policy makers, and educators who make decisions about English language learners. Promoting Academic Achievement Among English Learners is a trustworthy source for determining what is known about providing the highest-quality educational services for language-minority students." —Patricia G. Mathes, Texas Instruments Chair of Reading Professor of Teaching and Learning Southern Methodist University Discover the research and facts on what works in educating English learners! A generation or two ago, the achievement of children who came to school knowing little or no English was not a prominent national issue. Today, with the increased focus on school accountability and educational equity, it is. This comprehensive resource explores the research on promoting academic success among language-minority students. The authors offer educators a firm basis for making decisions on policies and programs for English learners and provide research-based discussions on what we know about: Bilingual education and using a student′s home language in instruction Teaching English and academic content simultaneously School and district factors that affect achievement for English learners Sociocultural factors in success, including the influence of parents and families
As part of the Keys to Success series, this chapter-sized segment provides success strategies specific to students for whom English is not a first language, to meet English language learners’ needs and circumstances. Keys to Success for English Language Learners is a concise and focused one-chapter-sized segment that validates and supports the particular needs of students for whom English is not a first language, whether they are identified as ESL (English as a Second Language), ELL (English Language Learner), LEP (Limited English Proficiency), or other student classifications. Students who are learning English have the challenge of language on top of the task of learning college-level material. In addition to providing support for the aspects of learning English while in college, this resource emphasizes the strengths and benefits these students have and can use, helping to combat the uncertainty and low self-esteem such students often experience. Cultural adjustment and success beyond graduation is also addressed. These materials are designed to increase the engagement and retention of the English language learner, benefiting learners as well as institutions.