Unlocking English Learners' Potential: Strategies for Making Content Accessible

Fenner, Diane Staehr,Snyder, Sydney Cail

ISBN 10: 1506352774 / ISBN 13: 9781506352770

Published by Corwin, 2017

About this Item

Seller Inventory # mon0000256280

Bibliographic Details

• Title: Unlocking English Learners' Potential: Strategies for Making Content Accessible
• Publisher: Corwin
• Publication Date: 2017
• Language: English
• ISBN 10: 1506352774
• ISBN 13: 9781506352770
• Binding: paperback
• Condition: Good

About this title

Synopsis

"Schools are not intentionally equitable places for English learners to achieve, but they could be if the right system of support were put in place. Diane Staehr Fenner and Sydney Snyder recommend just such a system. Not only does it have significant potential for providing fuller access to the core curriculum, it also provides a path for teachers to travel as they navigate the individual needs of students and support their learning journeys."
―Douglas Fisher, Coauthor of Visible Learning for Literacy


A once-in-a-generation text for assisting a new generation of students
Content teachers and ESOL teachers, take special note: if you’re looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete. Just dip into this toolbox of strategies, examples, templates, and activities from EL authorities Diane Staehr Fenner and Sydney Snyder. The best part? Unlocking English Learners’ Potential supports teachers across all levels of experience.

The question is not if English learners can succeed in today’s more rigorous classrooms, but how. Unlocking English Learners’ Potential is all about the how:

• How to scaffold ELs’ instruction across content and grade levels 
• How to promote ELs’ oral language development and academic language
• How to help ELs analyze text through close reading and text-dependent questions 
• How to build ELs’ background knowledge
• How to design and use formative assessment with ELs

Along the way, you’ll build the collaboration, advocacy, and leadership skills that we all need if we’re to fully support our English learners. After all, any one of us with at least one student acquiring English is now a teacher of ELs.

About the Authors

Diane Staehr Fenner, PhD, is the president of SupportEd (SupportEd.com), a woman-owned small business located in the Washington, DC, metro area that she founded in 2011. SupportEd is dedicated to empowering multilingual learners and their educators. Dr. Staehr Fenner leads her team to provide ML professional development, coaching, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Dr. Staehr Fenner was an English language development (ELD) teacher, dual language assessment teacher, and ELD assessment specialist in Fairfax County Public Schools, VA. She speaks German and Spanish and has taught in Berlin, Germany, and Veracruz, Mexico. Dr. Staehr Fenner grew up on a dairy farm in central New York and is a proud first- generation college graduate. She has written eight books on ML education (and counting), including coauthoring Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on ML education at conferences across North America. She earned her PhD in Multilingual/Multicultural Education at George Mason University
and her MAT in TESOL at the School for International Training. You can connect with her by email at Diane@SupportEd.com or on Twitter at @DStaehrFenner.

Sydney Snyder, PhD, is a principal associate at SupportEd. In this role, Dr. Snyder coaches ML educators and develops and facilitates interactive professional development for teachers of MLs. She also works with the SupportEd team to offer technical assistance to school districts and educational organizations. Dr. Snyder has extensive instructional experience and has worked in the field of English language development for
over 25 years. She started her teaching career as a Peace Corps volunteer in Guinea, West Africa. This experience ignited her passion for language teaching, culturally responsive instruction, and ML advocacy. Dr. Snyder is coauthor of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and contributing author to Breaking Down the Monolingual Wall. She served as an English Teaching Fellow at Gadja Mada University in Yogyakarta, Indonesia. She earned her PhD in Multilingual/ Multicultural Education at George Mason University and her MAT in TESOL at the School for International Training. You can connect with her by email at Sydney@SupportEd.com or on Twitter at @SydneySupportEd.