Teaching Reading to English Language Learners: Differentiated Literacies (with MyEducationLab)

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9780137147700: Teaching Reading to English Language Learners: Differentiated Literacies (with MyEducationLab)
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This is a practical, research-based text designed to guide teachers in the development and implementation of programs for second language learners.  This text blends theory and practice to provide grade-level and ESL teachers with the tools they need to differentiate literacy instruction for ELL students.  Organized around the major findings from the National Reading Report, Teaching Reading to ELL Students addresses a critical national need for teachers to have new and better information on how to address the literacy needs of English Language Learners.  Good teachers know that all children do not learn in the same way and at the same pace, and they are well aware that children who do not speak English need different methods to help them learn English and be successful readers and writers.  The authors address the need to move the field beyond the current ‘one size fits all’ paradigm toward a broader view of how to create meaningful and relevant literacy programs for English Language Learners.

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From the Back Cover:

Finally!  A new and different guide to creating successful literacy programs for English language learners! 

 

Teaching Reading to English Language Learners: Differentiated Literacies is a unique text that stresses meaning and relevance as the basis for all instructional activities and strategies for reading and writing instruction to be effective for culturally and linguistically diverse (CLD) students.  Respected authors Herrera, Perez and Escamilla argue that if meaning is at the center, it is not necessary to delay literacy instruction in English while students are learning to understand and speak the language. 

 

Practical and research-based, Teaching Reading to English Language Learners: Differentiated Literacies is organized around the major findings from the National Reading Panel Report and addresses a critical national need for teachers to have new and better information on addressing the literacy needs of ELLs. Eloquently, the authors tackle the need to move the field beyond the current ‘one size fits all’ paradigm and toward a broader view of how to create meaningful, relevant, and effective literacy programs for CLD students.

 

Features of the book:

  • Discusses in detail how current techniques and approaches must be modified for ELLs.
  • Strategies in Practice features exemplify the ways teachers can convert research into practical applications for their daily instructional practice with ELL students.
  • Each chapter begins with an outline of major concepts and pedagogy from the viewpoint of ‘best practice’ for monolingual English students.
  • New MyEducationLab created specifically to accompany Teaching Reading to English Language Learners: Differentiated Literacies provides lesson video clips that illustrate content concepts and provide examples of strategies in practice.
  • Student Samples from multiple grade levels and language backgrounds have been included to illustrate the applications of strategies in practice.
  • Teacher Voices are included to highlight teacher insights associated with the accommodation of literacy instruction for ELLs.
  • Includes a brief overview of the approaches to reading instruction for alphabetic languages, and a review of the research findings from two major syntheses of research on literacy--teaching and learning.

Outstanding Endorsements for Teaching Reading to English Language Learners :

 "I think this book is superb.  The concepts are appropriately balanced between language acquisition and reading development in the capacity of best practice. The Critical Considerations before the content of the chapters is excellent and develops logically.  I like that focus. The classroom scenarios presented throughout the book create an authentic picture of what it is like to have an EL in your classroom." - Cheryl A. Slattery, Shippensburg University

 

"Strategies in action and samples of student work are very positive features of this text — the kinds of features that will make the text accessible to pre- and in-service teachers Games and activities throughout are excellent.  Scenarios, Key Theories and Concepts, end-of-chapter questions and other tools are very helpful."  - Kimberley Kreicker, Emporia State University

 

To order this book WITH MyEducationLab, use either ISBN:

ISBN-13: 9780137147700

ISBN-10: 0137147708

To order this book WITHOUT MyEducationLab use either ISBN:

ISBN-13: 9780205492176

ISBN-10: 0205492177

About the Author:

Dr. Herrera serves as a professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education and her research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. Dr. Herrera has recently published two books with Allyn and Bacon, Mastering ESL and Bilingual Methods: Differentiated Instruction for Culturally and Linguistically Diverse Students (2005) and Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2007). Dr. Herrera has also authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Hispanic Higher Education, Journal of Research in Education, and the Journal of Latinos and Education.

 

Dr. Perez serves as an assistant professor of Elementary Education at Kansas State University and is the Associate Director of Undergraduate Programming at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education and her research has focused on literacy development and instruction for culturally and linguistically diverse students and parental involvement. Dr. Perez has published The Five Components of Reading Development: A Classroom Teacher’s Guide to Scaffolding Reading Instruction for ELL Students (2006) and ELL Literacy Interventions: Accommodations and Acceleration for Reading Success (2005). Dr. Herrera has also co-authored a book chapter for Culturally responsive teacher education: Language, curriculum, and community (2008).

 

Kathy Escamilla is a Professor of Education at the University of Colorado, Boulder.  She has been a bilingual teacher, program administrator and professor for over 37 years.  She helped to develop the Spanish reconstruction of Reading Recovery (Descubriendo La Lectura) which was published in the book “”Instrumento de observación de los logros de la leco-escritura inicial.” (Heinemann).  She has done extensive research in the area of literacy for Spanish speaking children in the U.S. and has authored over 40 journal articles in this area.  She served two terms as the President of the National Association for Bilingual Education (NABE) and works as a technical assistant and consultant for Bilingual/ESL programs nationwide.

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Publisher: Pearson, 2009
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