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Academic Literacy for English Learners: High-Quality Instruction Across Content Areas (Practitioners Bookshelf, Language & Literacy Series) Paperback – September 11, 2009

ISBN-13: 978-0807750094 ISBN-10: 0807750093

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Academic Literacy for English Learners: High-Quality Instruction Across Content Areas (Practitioners Bookshelf, Language & Literacy Series) + Reading in Secondary Content Areas: A Language-Based Pedagogy (Michigan Teacher Training)
Price for both: $40.91

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Editorial Reviews

Review

If we are to develop academic literacy the literacy of higher education and the workplace we must attend to students oral language development....This book charts a new course in teaching and learning, providing maps along the way. --From the Foreword by Douglas Fisher, San Diego State University, author of Teaching English Language Learners: A Differentiated Approach

This cutting-edge, superbly written, classroom-based book is perfect for pre- and in-service teachers. It offers a detail plan to help teachers of English learners with instructional routines, oral language development, and engaging students in purposeful conversations. Definitely a winner! --Patricia A. Edwards, President, International Reading Association (2010-2011)

This excellent book provides a window into the relationship between theory and practice. It serves as a guide for teaching academic literacy for critical thinking not only for English learners, but for all learners. --Taffy E Raphael, College of Education, University of Illinois at Chicago

This cutting-edge, superbly written, classroom-based book is perfect for pre- and in-service teachers. It offers a detail plan to help teachers of English learners with instructional routines, oral language development, and engaging students in purposeful conversations. Definitely a winner! --Patricia A. Edwards, President, International Reading Association (2010-2011)

This excellent book provides a window into the relationship between theory and practice. It serves as a guide for teaching academic literacy for critical thinking not only for English learners, but for all learners. --Taffy E Raphael, College of Education, University of Illinois at Chicago

About the Author

Cynthia Brock is Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. Diane Lapp is Distinguished Professor of Education in the Department of Teacher Education at San Diego State University.
Rachel G. Salas is a Lecturer and Co-coordinator of the Urban Teacher Education Center at California State University, Sacramento. Dianna R. Townsend is an Assistant Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno.

More About the Author

I have been an elementary, middle school, and high school teacher because I love working with students of all ages. In addition to being a Distinguished Professor of Education in the department of Teacher Education at San Diego State University (http://edweb.sdsu.edu/people/DLapp/DLapp.html), I am also an instructional coach at Health Science Middle and High Schools in San Diego. My career has been focused primarily on working with struggling readers, writers, and speakers who live in economically deprived urban settings, their families, and their teachers. My many publications address issues related to the literacy development of students through the sharing of classroom- tested practices that support purposeful, rigorous instruction.

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