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Best Practices in Ell Instruction (Solving Problems in the Teaching of Literacy)

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Best Practices in Ell Instruction (Solving Problems in the Teaching of Literacy) Cover

 

Synopses & Reviews

Synopsis:

In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school-home-community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.

About the Author

 
Guofang Li, PhD, is Associate Professor in the Department of Teacher Education and Senior Researcher at the Literacy Achievement Research Center at Michigan State University, where she teaches undergraduate, graduate, and doctoral courses in second-language and literacy education. Her research focuses on ESL/ELL education, family and community literacy, and Asian American education. Dr. Li has been honored with the Early Career Award from Division G, Social Context of Education, of the American Educational Research Association, among other awards. Her books include the authored volume Culturally Contested Pedagogy, which won the Edward B. Fry Book Award from the National Reading Conference.
 
Patricia A. Edwards, PhD, is Distinguished Professor of Teacher Education and Senior University Outreach Fellow at Michigan State University, where she is also Senior Researcher at the Literacy Achievement Research Center. Her research addresses issues of culture, identity, equity, and power that affect families and schools. Dr. Edwards is a recipient of the Teacher-Scholar Award and the Distinguished Faculty Award from MSU. She served as the first African American President of the National Reading Conference and is currently President (2010-2011) of the International Reading Association. She is the author of two nationally acclaimed family literacy programs and a number of books.

 

Table of Contents

Foreword, Lee Gunderson

Introduction, Guofang Li and Patricia A. Edwards

I. Perspectives on ELL Instruction

1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg

2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. García

II. Strategies for Teaching Young ELLs

3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre

4. Engaging Young ELLs with Reading and Writing, Diane Barone

5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun Zheng

III. Strategies for Teaching Adolescent ELLs

6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau

7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue Englert

IV. Best Practices in ELL/Bilingual Programs and Approaches

8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong

9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael

10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan Hopewell

V. Critical Issues Concerning ELL Instruction

11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive Model

Alba A. Ortiz and Alfredo J. Artiles

12. Best Practices for Native American Language Learners

Mary Eunice Romero-Little

13. Supporting Literacy Learning in Families for Whom English Is an Additional Language

Jeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock

14. “Its Just Like Telling Them They Will Never Be Scientists”: A White Teachers Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend

15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

Product Details

ISBN:
9781606236635
Author:
Li, Guofang
Publisher:
Guilford Publications
Foreword by:
Gunderson, Lee
Foreword:
Gunderson, Lee
Editor:
Edwards, Patricia A.
Author:
Gunderson, Lee
Author:
Edwards, Patricia A.
Subject:
Literacy
Subject:
Teaching Methods & Materials - Reading
Subject:
Bilingual Education
Subject:
Teaching Methods & Materials - Reading & Phonics
Subject:
English language -- Study and teaching.
Subject:
English language -- United States.
Subject:
Education-Teaching Reading and Writing
Edition Description:
Trade Cloth
Series:
Solving Problems in the Teaching of Literacy
Publication Date:
20100531
Binding:
HARDCOVER
Grade Level:
from K up to 12
Language:
English
Illustrations:
Y
Pages:
392
Dimensions:
9 x 6 in
Age Level:
05-17

Related Subjects

Education » Multicultural
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Health and Self-Help » Self-Help » General

Best Practices in Ell Instruction (Solving Problems in the Teaching of Literacy) New Hardcover
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Product details 392 pages Guilford Publications - English 9781606236635 Reviews:
"Synopsis" by ,

In this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school-home-community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.

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