Research-Based Instruction that Makes a Difference in English Learners' Success

Herausgeber: Daniel, Mayra C.; Mokhtari, Kouider

• Broschiertes Buch

Produktbeschreibung

The content of the book integrates new and emerging research and policy insights that inform effective teaching of ELs across the disciplines. The chapters in this book will in ways to give teachers the tools they need to improve the quality of instruction in classrooms with ELs in grades K-12 both in the United States and around the world.

Produktdetails

• Verlag: Rowman & Littlefield Publishers
• Seitenzahl: 268
• Erscheinungstermin: 31. Dezember 2015
• Englisch
• Abmessung: 229mm x 152mm x 16mm
• Gewicht: 440g
• ISBN-13: 9781475818666
• ISBN-10: 1475818661
• Artikelnr.: 42605996

Autorenporträt

Dr. Mayra C. Daniel, associate professor in the Department of Literacy and Elementary Education at Northern Illinois University, serves as the Bilingual ESL Coordinator for NIU's College of Education. Her research focuses on preparing teachers to work with bilingual and multilingual populations in the United States and in Latin America. Prior to her work with teachers in post-graduate programs, she worked to help learners (at levels K-12) from diverse linguistic and cultural backgrounds to transition and adapt to the cultural norms of life in schooling within rural communities in the state of Illinois. Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor, Literacy Education, at the University of Texas at Tyler, Texas, where he engages in research, teaching, and service initiatives aimed at advancing literacy instruction and increasing students' literacy achievement outcomes. His research focuses on the acquisition of language and literacy by first and second language learners, with particular emphasis on children, adolescents, and adults who can read but have difficulties understanding what they read. Kouider's research has been featured in various literacy research and practice journals. His book Preparing Every Teacher to Reach English Learners (Harvard University Press) was presented the 2013 American Association of Colleges For Teacher Education (AACTE) Outstanding Book Award. He was also the recipient of the 2014 International Reading Association John C. Manning Public School Service Award.

Inhaltsangabe

Introduction: Research, Policy, and Practice Insights to Support the
Teaching of English Learners in Mainstream Classrooms Kouider Mokhtari and
Myra Daniel Part I: Supporting English Learners' language and Literacy
Development Across the Disciplines Chapter 1. Enhancing English Learners'
Access to Disciplinary Texts Through Close Reading Practices Zhihui Fang,
Suzanne C. Chapman, University of Florida Chapter 2. High Expectations:
Increasing Productivity and Complexity in English Learner (EL) Writing
Kathleen A. J. Mohr, Sylvia Read, Alayne Leavitt, Utah State University
Chapter 3. A Middle School Mathematics Workshop for Multilingual
Classrooms: Lessons Learned From A Highly Effective Teacher Mayra C.
Daniel, Northern Illinois University, Billy Hueramo, Littlejohn Elementary
School Chapter 4. Using Art and Literature to Enhance Critical Thinking and
Vocabulary Development for English Learners Chris Carger, Northern Illinois
University Chapter 5. The Case for Young Adult Literature: Using Narratives
in the EL Classroom Melanie D. Koss, Northern Illinois University Part II:
Using Assessment Data To Document Student Performance And Inform
Instruction Chapter 6. Using Metacognitive Assessments to Identify
Students' Reading Comprehension Strengths and Needs Kouider Mokhtari, The
University of Texas at Tyler Chapter 7. Using Classroom Assessment of
Language Levels (CALL) to Address Common Core Standards-based Instruction
with English Learners, K-8 Paul Boyd-Batstone, California State University
Part III: Supporting Students Literacy Development In Digital Spaces
Chapter 8. Digital Literacies for English Learners: Theory and Practice Ian
O'Byrne, University of New Haven, Martha Castañeda, Miami University
Chapter 9. Integrating Social Media into ELA Curriculum: Towards English
Learners' Academic Literacy Development Dong-shin Shin, Northern Illinois
University Part VI: Using Key Understandings About Language and Literacy to
Support Instruction for English Learners Chapter 10. Insights Gleaned from
Research Syntheses About Teaching English Learners John Evar Strid,
Northern Illinois University Chapter 11. Addressing the Reading
Comprehension Challenges of English Learners in K-12 Classrooms Using
Research-Based Practices Fabiola P. Ehlers-Zavala, Colorado State
University Chapter 12. Socrates Returns to the Classroom Joan Wink,
California State University, Kerry Britton, Hill City Middle School, Dee
Hawksworth, Oakdale Junior High School, Tammy Mc Morrow, Indian Creek
Elementary School, Debra Schneider, Tracy Unified School District, Chyllis
Scott, University of Nevada, Ruthie Wienk, South Dakota State University,
Dawn Wink, Santa Fe Community College Chapter 13. Mainstream Literacy
Teachers in Multilingual and Transnational Learning Communities: Making a
Case for Transliteracy David Schwarzer, Montclair State University