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Reading, Writing, and Learning in ESL: A Resource Book For K-12 Teachers Fourth Editionby Suzanne F. Peregoy and Owen F. Boyle
Synopses & Reviews
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?
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:
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.
Table of Contents
Each chapter concludes with “Summary,” “Suggestions for Further Reading,” and “Activities.”
1. English Language Learners in School.
Who Are English Language Learners?
How Can I Get to Know My English Language Learners?
How Do Cultural Differences Affect Teaching and Learning?
How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?
What Kinds of Programs Exist to Meet the Needs of English Language Learners?
2. Second Language Acquisition.
What Do You Know When You Know a Language?
Defining Language Proficiency as Communicative Competence.
Language Acquisition Theories.
Learning a Second Language in School: Processes and Factors.
3. Classroom Practices for English Learner Instruction.
Standards-Based Instruction and Assessment.
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE).
Assessment of English Learners.
4. Oral Language Development in Second Language Acquisition.
Oral Language in Perspective.
Describing Oral Language Performance of Beginning and Intermediate English Learners.
Promoting Oral Language Development in the Classroom.
Oral Language Development through Content-Area Instruction.
Classroom Assessment of English Learners' Oral Language Development.
5. Emergent Literacy: English Learners Beginning to Write and Read.
What Does Research Tell Us about the Early Literacy Development of English Learners?
Contrasting the Emergent Literacy and Reading Readiness Perspectives.
Highlighting Literacy Functions in Your Classroom.
Exploring the Visual Form of Written Language.
Emergent Literacy in English as a Non-native Language.
Home and School Environments that Nurture Emergent Literacy.
Classroom Strategies to Promote Early Literacy.
Helping Children Recognize and Spell Words Independently.
Evaluating Emergent Literacy Development.
6. English Learners and Process Writing.
Research on Second Language Writing.
What Is Process Writing.
How Process Writing Helps English Learners.
Collaborative Contexts for Process Writing.
Developmental Phases in Second Language Writing.
Description of Beginning Writers.
Strategies to Assist Beginning Writers.
Description of Intermediate Writers.
Strategies for Intermediate Writers.
A Word about Writing with Computers.
Assessing English Learners' Writing Progress.
7. Reading and Literature Instruction for English Language Learners.
What Does Research Tell Us about Reading in a Second Language?
Working in Literature Response Groups.
Developmental Phases in Second Language Reading.
Beginning Readers: Characteristics and Strategies.
Intermediate Readers: Characteristics and Strategies.
Using Computers and CD-ROMs to Enhance Learning.
Assessing Second Language Readers' Progress.
8. Content Reading and Writing: Prereading and During Reading.
What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners?
Background Information on Students' Interactions with Texts.
Matching Students and Texts.
Strategies to Promote Reading Comprehension.
9. Content Reading and Writing: Postreading Strategies for Organizing and Remembering.
Postreading Strategies for Students.
Writing as a Learning Tool across the Curriculum.
Theme Studies: Providing a Meaningful Learning Context.
10. Reading Assessment and Instruction.
Theoretical Approach to Literacy Assessment.
Assessing Reading Using an Informal Reading Inventory.
Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction.
Linking Assessment and Instruction.
What Our Readers Are Saying
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