Build bridges of support so English language learners and standard English learners can learn alongside their peers! This comprehensive, research-based guide helps teachers bridge multiple gaps and promote learning for English language learners (ELLs) and standard English learners (SELs). The authors provide strategies, examples, and 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 sociocultural differences between teachers and students and…mehr
Build bridges of support so English language learners and standard English learners can learn alongside their peers! This comprehensive, research-based guide helps teachers bridge multiple gaps and promote learning for English language learners (ELLs) and standard English learners (SELs). The authors provide strategies, examples, and 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 sociocultural 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 programs
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.
Inhaltsangabe
Acknowledgments About the Authors 1. Introduction to the Achievement Gap and the "Literacy Gaps Model" Demographic Patterns Language Spoken and Socioeconomic Factors ELL Achievement Standard English Learners The National Literacy Panel The Literacy Gaps Model Overview of Book Chapters Summary 2. Decoding: Word Recognition Strategies and Fluency Introduction The Gap Between the Student and the Text Decoding and Readability of Text Decoding English Language Development Background Knowledge Summary 3. Background Knowledge and Experiences Schema Fit: Becoming a Text Participant Context: Becoming a Text User (Active Participant) Linkages: Becoming a Text Analyst (Reading Critically) Summary 4. Comprehension Comprehension Gap Academic Language Passage Comprehension Summary 5. English Language Development and Academic English Specialized Language Needs of ELLs Needs of Standard English Learners Academic Language Development Lesson Plan Summary 6. Perceptions and Expectations Were Called on Less Frequently and Were Provided Less Time to Respond Were Given the Answer Rather Than Helped to Solve the Problem Themselves Were Criticized More Often, and Praised Less Were Paid Less Positive Attention, but Disciplined More Strictly 7. Cultural Differences Connecting the Literacy Domains in Second Language Acquisition Parental Involvement and the Literacy Domains Culturally Responsive Teaching Comprehensive Education Multidimensional Approaches Empowerment Transformative Learning Emancipatory Education Summary 8. Socioeconomic Differences Implicit and Explicit Codes Discourse Patterns Interactional Styles Written Language Codes Resource Access Summary 9. Language Variables Academic Language Competence Summary 10. Grouping Strategies Micro Structures That Bridge Language Proficiency Gaps Macro Structures That Bridge Language Proficiency Gaps Summary 11. Beyond the Gap/Envisioning the Future The Literacy Gaps Model Summary Glossary Index
Acknowledgments About the Authors 1. Introduction to the Achievement Gap and the "Literacy Gaps Model" Demographic Patterns Language Spoken and Socioeconomic Factors ELL Achievement Standard English Learners The National Literacy Panel The Literacy Gaps Model Overview of Book Chapters Summary 2. Decoding: Word Recognition Strategies and Fluency Introduction The Gap Between the Student and the Text Decoding and Readability of Text Decoding English Language Development Background Knowledge Summary 3. Background Knowledge and Experiences Schema Fit: Becoming a Text Participant Context: Becoming a Text User (Active Participant) Linkages: Becoming a Text Analyst (Reading Critically) Summary 4. Comprehension Comprehension Gap Academic Language Passage Comprehension Summary 5. English Language Development and Academic English Specialized Language Needs of ELLs Needs of Standard English Learners Academic Language Development Lesson Plan Summary 6. Perceptions and Expectations Were Called on Less Frequently and Were Provided Less Time to Respond Were Given the Answer Rather Than Helped to Solve the Problem Themselves Were Criticized More Often, and Praised Less Were Paid Less Positive Attention, but Disciplined More Strictly 7. Cultural Differences Connecting the Literacy Domains in Second Language Acquisition Parental Involvement and the Literacy Domains Culturally Responsive Teaching Comprehensive Education Multidimensional Approaches Empowerment Transformative Learning Emancipatory Education Summary 8. Socioeconomic Differences Implicit and Explicit Codes Discourse Patterns Interactional Styles Written Language Codes Resource Access Summary 9. Language Variables Academic Language Competence Summary 10. Grouping Strategies Micro Structures That Bridge Language Proficiency Gaps Macro Structures That Bridge Language Proficiency Gaps Summary 11. Beyond the Gap/Envisioning the Future The Literacy Gaps Model Summary Glossary Index
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