Reading, Writing, and Learning in ESL Gets Better and Better:
Tailored for the needs of all English language learners, the fifth edition of Reading, Writing, and Learning in ESL combines the strengths of the fourth edition with new teaching ideas for differentiated instruction and assessment, vocabulary development, and standards-based curriculum development.
This new edition continues to balance comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy for English learners in the ESL, bilingual, and general education classrooms. The authors weave authentic vignettes and real-life scenarios into each chapter to illustrate concepts, enhance readability, and make the text user-friendly. Reading, Writing, and Learning in ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction, and by providing tips and guidelines designed to help teachers motivate and inspire their students.
Reviewers Praise the New Edition
“The chapter introductions and summaries are clear, concise, and well-written. They are crafted in a way that facilitates comprehension and review of key concepts. The scenarios from teaching situations are outstanding and help to bring a strong applied component to the text.”
-Deanna Nisbet, Regent University, Virginia
“I do not feel that there are any other texts that compare to this text. There are several others that minimally cover the topics, however, no others provide the coverage and variety of the Peregoy and Boyle.”
-Dorothy Craig, Middle Tennessee State University
“The summary (with a vignette), suggestions for further reading (annotative bibliography), and activities at the end of each chapter are very appropriate. The practical activities, in particular, raise questions and require students to consider issues outside their immediate classroom.”
-John Battenburg, California Polytechnic State University
What’s New in the Fifth Edition?
- A fully updated and revised chapter on effective English learner instruction, including discussion of the 2006 TESOL standards, content-based instruction, and differentiated instruction and assessment (Ch. 3).
- Classroom examples showing how to implement differentiated instruction and assessment for oral language, emergent literacy, process writing, reading and literature, and content area literacy(Ch. 4-10).
- A brand-new chapter on vocabulary teaching and learning (Ch. 6), presenting current research and strategies such as vocabulary journals, word cards, and word wheels, with an emphasis on helping students understand and use new words for reading, writing, and subject matter learning.
- New material on varieties of English spoken around the world as they relate to issues of power and prestige (Ch. 2).
- Revised sections on teacher, student, and school cultures in the classroom as they impact teaching and learning (Ch.1).
- New suggestions for further reading, updated in-class activities, and extension activities for use with the book’s companion website (www.ablongman.com/peregoy5e).
To order this book WITH MyEducationLab, use either ISBN:
ISBN-13: 9780205626847
ISBN-10: 020562684X
To order this book WITHOUT MyEducationLab use either ISBN:
ISBN-13: 9780205593248
ISBN-10: 0205593240
About the Author
Suzanne Peregoy is Professor Emeritus of Education, San Francisco State University, where she coordinated the M.A. and Reading/Language Arts Specialist Credential Programs while also teaching courses in language and literacy development. Her Ph.D. is from U.C. Berkeley where she focused on bilingual reading, second language acquisition, and language issues in American Indian education. She has published articles in journals including: Journal of the National Association for Bilingual Education, The Reading Teacher, Canadian Modern Language Review, Hispanic Journal of Behavioral Sciences, and Theory into Practice. She is fluent in Spanish.
Owen Boyle is Professor Emeritus of Education, San Jose State University, where he coordinated the Bilingual and ESL Program, and Chaired the Language and Literacy Department. His doctorate is from U.C. Berkeley where he focused on Reading and Writing Research and Instruction. He coordinated the Learning from Text Project and taught courses in Learning from Text at UC Berkeley. As assistant Director of the Bay Area Writing Project (National Writing Project) he taught courses in Germany, Panama, Alaska, and other states. He has published in journals including: Reading Research and Instruction, Journal of College Reading and Learning, The Reading Teacher, Theory and Practice, and Notes Plus. He taught elementary and secondary school where he worked with second language learners for twelve years.
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