The Literacy Gaps
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'The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies'-Guadalupe Valdés, Professor of Education, Stanford University 'The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism…mehr

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Produktbeschreibung
'The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies'-Guadalupe Valdés, Professor of Education, Stanford University 'The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism for providing a complete picture of the problem-the literacy gap between ELs and native speakers-and a means for addressing this problem'-Kristina Anstrom, Senior Research Scientist, The George Washington University Center for Equity and Excellence in Education Build bridges of support so English language learners can learn alongside their peers! English language learners (ELLs) and standard English learners (SELs) face multiple gaps as they strive to achieve, so educators need to take a holistic, comprehensive approach to bridge those gaps and meet the needs of ELLs and SELs in the classroom. Based on an original, well-researched framework, this much-needed resource provides practical strategies for supporting learning and success for ELLs. The authors provide strategies, examples, and classroom tools to address: - The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development - The gap between students and teachers: including socio-cultural differences between teachers and students, and teacher perceptions and expectations - The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programmes The Literacy Gaps helps educators give ELLs the skills they need to close the most important gap of all: the achievement gap.
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Autorenporträt
Ivannia Soto-Hinman, associate professor of education at Biola University, specializes in language acquisition, secondary literacy and urban education. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE) and the American Educational Research Association (AERA). Soto-Hinman, whose family emigrated to the U.S. from Costa Rica, began school in kindergarten as an English language learner (ELL). Soto-Hinman's firsthand experience as an ELL has shaped her entire career working with immigrants. She began her career in the Los Angeles Unified School District (LAUSD), where she taught middle school English and English language development (ELD) at the second largest middle school in the country, Chester W. Nimitz Middle School. While in LAUSD, Soto-Hinman also served as a literacy coach, and later a literacy specialist, in LAUSD's Local District 6. She was a program administrator on a secondary reading grant at the Los Angeles County Office of Education (LACOE) before becoming a full-time faculty member in the School of Education at Biola University. Soto-Hinman has also served as a consultant to WestEd on behalf of the California Department of Education (CDE), and a variety of school districts in California, providing technical assistance for systemic reform of ELL education and Title III. For the past three years, she has worked as a consultant at Stanford University's School Redesign Network (SRN) on systemic school and district redesign. Soto-Hinman is also a contributing author on Houghton Mifflin's newly California state-adopted reading intervention program for ELLs called Portals.