Best Practices in ELL Instruction (Solving Problems in the by Guofang Li PhD, Patricia A. Edwards PhD, Lee Gunderson

By Guofang Li PhD, Patricia A. Edwards PhD, Lee Gunderson

In this imperative paintings, famous specialists evaluation the most recent study on all facets of ELL guide (K–12) and establish what works for cutting-edge scholars and colleges. supplied are best-practice directions for concentrating on examining, writing, oral language, vocabulary, content-domain literacies, and different center ability components; assessing culturally and linguistically diversified scholars; and construction powerful school–home–community partnerships. Chapters contain uncomplicated thoughts for educating adolescent ELLs and people with studying disabilities. the great scope, specific linkages from study to perform, and assistance for changing into a culturally educated, reflective practitioner make the e-book an amazing direction text.

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Turning to the issues concerning teachers of ELLs, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend attempt to answer the critical question in Chapter 14: In what ways can White teachers become better equipped to work with students who are different from themselves in culture, ethnicity, language, and other ways? Brock et al. posit that to be better able to work with children who are culturally and linguistically different from themselves requires that educators explore and examine their own situated racial, cultural, and linguistic identities, as well as best instructional practices.

States not typically associated with non- English- speakers—South Carolina, North Carolina, Tennessee, Georgia, Indiana—each saw an increase in the ELL population of at least 400% between 1993 and 1994 and 2003 and 2004. ELL students in the United States come from over 400 different language backgrounds; however, by far the largest proportion—80%—is Spanish speakers. This is an important fact to bear in mind, since Spanish speakers in the United States tend to come from lower economic and educational backgrounds than either the general population or other immigrants and language-minority populations.

Also focusing on teachers of ELLs, in Chapter 15, Guofang Li and Maria Selena Protacio address the issue of providing best practices in professional development for teachers of ELLs in light of the current educational crisis, with a seriously underprepared teaching force to meet the demands of the rapid growing ELL population. Li and Protacio point out that though there is an urgent need to prepare teachers of ELLs to meet the double challenge of teaching both content and ESL literacy to ELLs, relatively little scholarship has been devoted to address effective professional development practices to help teachers of ELLs to meet the varied and challenging academic, cultural, and linguistic needs of ELLs.

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