By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the "code" that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language.
The subject of this volume is conversational discourse. Here, Jeff Zwiers reveals the power of academic conversation in helping students develop language, clarify concepts, comprehend complex texts, and fortify thinking and relational skills. With this book as your roadmap, you’ll learn how to:
- Foster the skills and language students must develop for productive interactions
- Implement strategies for scaffolding paired conversations
- Assess student’s oral language development as you go
It’s imperative that our ELLs and SELs practice academic language in rich conversations with others in school, especially when our classrooms may be their only opportunities to receive modeling, scaffolding, and feedback focused on effective discourse. This book, in concert with the other three volumes in the series, can provide both a foundation and a framework for accelerating the learning of diverse students across grade levels and disciplines.
Dr. Jeff Zwiers was previously a senior researcher in the Stanford University Graduate School of Education and is now an educational consultant. He has taught all subjects bilingually in secondary and elementary settings. His research and work focus on collaborating with teachers to enhance instruction and assessment for multilingual students, with an emphasis on improving student–student interactions. Jeff has also written books and articles on literacy, conversation, and language development, along with children’s books and curriculums.
Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.
Soto has authored and coauthored 12 books, including
The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust–West as a promising practice for ELLs in 2018;
Moving From Spoken to Written Language With ELLs; the
Academic English Mastery four-book series; the Common Core Companion four-book series for English language development;
Breaking Down the Wall; and
Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/
