"...unlike many texts on second language learners, this text looks at literacy learning for second language learners from a sociopshycolinguistic perspective. Most importantly for credential students, this text provides multiple teaching strategies and ideas for teaching that are research based and connected to theory. This way student teachers can bridge their own practices and what they observe in the classroom with the language and literacy theories they are experiencing in their university courses." - Cinzia Forasiepi
"The major strength of this book (and the reason I use it in my class) is its focus on teaching reading to linguistically diverse students at the elementary level. It addresses cross-linguistic transfer issues and ways to teach so that a child’s knowledge of L1 supports his or her learning in L2. This makes the book unique. I also like the strong focus on the use of multicultural children’s books to illustrate concepts being taught. The “Strategies in Practice” examples in each chapter are excellent, especially the strategies that teach ways to focus on comparing and contrasting languages." - Elizabeth Franklin, University of Northern Colorado
"I enjoyed and appreciated the cultural underpinnings of the text and how it was carried out throughout." - Robert D. Leier, Auburn University
From the Back Cover
In the new edition of this widely-used text, ESL teachers and grade-level teachers get practical, research-based information, approaches, and strategies for supporting second language literacy development with their CLD students–and ensuring that children’s languages and cultures are the cornerstones of their literacy development.
Theory blends with practice to give readers the tools they need to differentiate literacy instruction for all ELL students.
The information helps teachers support English language literacy development with their students in addition to the program the school has in place.
The book bridges the gap between theory and practice while addressing the need for current information on how to most effectively approach the literacy needs of English Language Learners.
Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography; and a number of helpful pedagogical aids.
And in this new edition:
Teachers see how critical concepts from each chapter align with a Common Core State Standard–and the implications of those concepts for instructing English learners–in a new callout feature, Common Core State Standards Connections. (Chs. 3—7)
How key content concepts reflect the needs of older students (especially grades 7-12 and even adult learners) is highlighted for readers in a new callout feature, Secondary Connections. (Chs. 3—9)
Readers get revised and updated material in popular features from previous editions, including: updated Strategies in Practice; more examples of Teacher Voices; new research; updated Common Core State Standards and TESOL standards for K-12 ELLs.