Reading, Writing, and Learning in ESL: A Resource Book For K-12 Teachers Fourth Edition

Reading, Writing, and Learning in ESL Gets Better and Better:

Tailored for the needs of all English language learners, the fifth edition of Reading, Writing, and Learning in ESL combines the strengths of the fourth edition with new teaching ideas for differentiated instruction and assessment, vocabulary development, and standards-based curriculum development.

 

This new edition continues to balance comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy for English learners in the ESL, bilingual, and general education classrooms. The authors weave authentic vignettes and real-life scenarios into each chapter to illustrate concepts, enhance readability, and make the text user-friendly. Reading, Writing, and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction, and by providing tips and guidelines designed to help teachers motivate and inspire their students.

 

Reviewers Praise the New Edition

“The chapter introductions and summaries are clear, concise, and well-written. They are crafted in a way that facilitates comprehension and review of key concepts. The scenarios from teaching situations are outstanding and help to bring a strong applied component to the text.”

-Deanna Nisbet, Regent University, Virginia

 

“I do not feel that there are any other texts that compare to this text. There are several others that minimally cover the topics, however, no others provide the coverage and variety of the Peregoy and Boyle.”

-Dorothy Craig, Middle Tennessee State University

 

“The summary (with a vignette), suggestions for further reading (annotative bibliography), and activities at the end of each chapter are very appropriate. The practical activities, in particular, raise questions and require students to consider issues outside their immediate classroom.”

-John Battenburg, California Polytechnic State University

 

What’s New in the Fifth Edition?

• A fully updated and revised chapter on effective English learner instruction, including discussion of the 2006 TESOL standards, content-based instruction, and differentiated instruction and assessment (Ch. 3).
• Classroom examples showing how to implement differentiated instruction and assessment for oral language, emergent literacy, process writing, reading and literature, and content area literacy(Ch. 4-10).
• A brand-new chapter on vocabulary teaching and learning (Ch. 6), presenting current research and strategies such as vocabulary journals, word cards, and word wheels, with an emphasis on helping students understand and use new words for reading, writing, and subject matter learning.
• New material on varieties of English spoken around the world as they relate to issues of power and prestige (Ch. 2).
• Revised sections on teacher, student, and school cultures in the classroom as they impact teaching and learning (Ch.1).
• New suggestions for further reading, updated in-class activities, and extension activities for use with the book’s companion website (www.ablongman.com/peregoy5e).

 

This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.

New to this Edition:

• Assessment has been updated throughout the book.
• New material on using standards in instruction included thoughtout the book provides practical applications on how to incorportate the standards in classroom activities.
• New examples of teaching strategies for middle and secondary school students.
• New material on sociocultural issues of language and language acquisition has been incorportated into Chapters 2 & 3.
• New Boxed Internet activititiesthoughtout the text are linked to chapter content.
• New discussion of education policy affecting English learners in the U.S with an in-depth analysis of how policy affects classroom teaching from incorporating the standards to the effect of high stakes testing.
• A chart listing new and updated Teaching Strategies ends each chapter with a summary of the strategies described in the chapter that includes the range of grades .
• New sections on comprehension and metacognition have been added to Chapters 8 to help students understand these two very important topics.
• Thoroughly updated and revised Suggested Reading sections in each chapter contain annotated information about each book or articles.
• Thoroughly updated bibliography references.
• Companion Website.

Reviewer Buzz:

“The questions at the beginning of each chapter are wonderful…”

Professor Lynn Cortina, University of Houston

“Both pre-service and in-service teachers attending my courses are enthusiastic about the book because of the teaching resources it offers as well as the adequate readability level.”

Professor Carla Paciotto, Western Illinois University

“Prospective ESL teachers will find this text as an indispensable tool, aiding them to take the helm when charting an effective plot for their students' educational success.”

Professor Francesco Bonavita, Kean University

Meet the Authors:

Suzanne F. Peregoy, Professor Emerita of Education, San Francisco State University, has taught teacher education courses in reading/language arts and bilingual education. She has been active in writing California's teacher education guidelines for preparing teachers to work with English language learners.

Owen F. Boyle, Professor Emeritus of Education, San Jose State University, has taught teacher preparation courses in reading /language arts. He has coordinated the ESL and Bilingual Programs at San Jose State University, and has also served as assistant director of the Bay Area Writing Project at the University of California, Berkeley.

Unlike many texts in this field, Reading, Writing and Learning In ESL (K-12) takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students. Oral language, reading, and writing development in English for K-12 students.

Each chapter concludes with “Summary,”  “Suggestions for Further Reading,” and “Activities.”

1. English Language Learners in School.

2. Second Language Acquisition.

3. Classroom Practices for English Learner Instruction.

4. Oral Language Development in Second Language Acquisition.

5. Emergent Literacy: English Learners Beginning to Write and Read.

6. English Learners and Process Writing.

7. Reading and Literature Instruction for English Language Learners.

8. Content Reading and Writing: Prereading and During Reading.

9. Content Reading and Writing: Postreading Strategies for Organizing and Remembering.

10. Reading Assessment and Instruction.

11. Afterword.

Bibliography.

Author Index.

Subject Index.