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.
