Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: * An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. * "Teaching Tips" offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. * Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. * New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4.

#1 "NEW YORK TIMES" BESTSELLER & NOW A MAJOR MOTION PICTURE
Straight from the front line of urban America, the inspiring story of one fiercely determined teacher and her remarkable students.
As an idealistic twenty-three-year-old English teacher at Wilson High School in Long beach, California, Erin Gruwell confronted a room of "unteachable, at-risk" students. One day she intercepted a note with an ugly racial caricature, and angrily declared that this was precisely the sort of thing that led to the Holocaust--only to be met by uncomprehending looks. So she and her students, using the treasured books "Anne Frank: The Diary of a Young Girl" and "Zlata's Diary: A Child's Life in Sarajevo" as their guides, undertook a life-changing, eye-opening, spirit-raising odyssey against intolerance and misunderstanding. They learned to see the parallels in these books to their own lives, recording their thoughts and feelings in diaries and dubbing themselves the "Freedom Writers" in homage to the civil rights activists "The Freedom Riders."
With funds raised by a "Read-a-thon for Tolerance," they arranged for Miep Gies, the courageous Dutch woman who sheltered the Frank family, to visit them in California, where she declared that Erin Gruwell's students were "the real heroes." Their efforts have paid off spectacularly, both in terms of recognition--appearances on "Prime Time Live" and "All Things Considered," coverage in "People" magazine, a meeting with U.S. Secretary of Education Richard Riley--and educationally. All 150 Freedom Writers have graduated from high school and are now attending college.
With powerful entries from the students' own diaries and a narrative text by Erin Gruwell, "The Freedom Writers Diary" is an uplifting, unforgettable example of how hard work, courage, and the spirit of determination changed the lives of a teacher and her students.
The authors' proceeds from this book will be donated to The Tolerance Education Foundation, an organization set up to pay for the Freedom Writers' college tuition. Erin Gruwell is now a visiting professor at California State University, Long Beach, where some of her students are Freedom Writers.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.

Improve outcomes for students in poverty by understanding their developing brains Economic hardship is changing our students' brain structures at a genetic level, producing psychological, behavioral, and cognitive issues that dramatically impact learning, behavior, physical health, and emotional stability. But there is hope. This groundbreaking book by one of the nation's top experts in brain science and resilience offers solutions that will change minds, attitudes, and behaviors. Learn about how problems develop between people of different races, how the brain develops in persistent poverty, and how it might react to solutions. Inside, you will find real-life applications on topics including: * The lack of culturally competent instruction and its impact on students of color * Poverty's effect on language development and how it can be positively influenced * The importance of reading * How to counteract the effects of the widespread stress in lower SES environments Children make up 23% of the U.S. population and account for almost 33% of those living in poverty, making the education system our most distressed institution. In The Poverty Problem, you'll learn how to increase students' perseverance and confidence and positively impact outcomes by arming yourself with research-based instructional strategies that are inspiring, realistic, and proven to work.

This book is a comprehensive and thorough introduction to children's and young adult literature in English language education. Reading is promoted as central to language education in order to experience perspectives from around the world, and the book demonstrates the many opportunities for teaching with compelling story, encouraging an active and engaged community of second language readers through challenging picturebooks, motivating graphic novels, dynamic plays, enchanting verse novels and compelling young adult fiction. Using many examples of literary texts that are well suited to the primary or secondary classroom, the book focuses on the advantages of deep reading and the vital importance of in-depth learning. In-depth learning is an approach that involves the students as motivated participants, working collaboratively and with empathy while preparing for and confronting the challenges of the 21st century. Illustrating the approach with a Deep Reading Framework based in research and theory, Janice Bland guides the reader to discover and learn how to make use of literary texts in a way that challenges students to become involved in interculturality, creativity and critical literacy. Throughout the book the emphasis is on an approach that puts the reader and language learner in the centre - not a study of literature but a study of how readers learn through compelling story.

This handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students' development; and learn through reflection. Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students' needs and their own teaching style. Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. New in the Second Edition: *five new approaches with their corresponding classroom implementation; *additional information in each introduction addressing its theme; *new material on issues of language, culture, and literacy development of students completely new to the English language; and *annotated bibliographies with sample books to support literacy within language and content area classes. Literacy and Bilingualism is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for preservice and inservice courses that prepare teachers to work with English language learners.

This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants-their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students' views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.

Erotic slang words from Great Britain, Canada, the United States, Australia, and other English-speaking nations number well into the tens of thousands. But the history of terms used to describe the sexual activities of gays and lesbians have opposing sources: one, the discreet networks of gay men and lesbians who sought to come up with a new terminology for the pleasures of their secret lives; and the other, those who found gay sexuality repellent, and created phrases that denigrated and insulted its proponents. The result? A coded language, for better or worse, that celebrates sexuality in all its queerness.

A.D. Peterkin shows how euphemism, camp humor, rhyme, acronym, foreign language, mythology, metaphor, and secret code have all been recruited imaginatively by gay men, lesbians, and bisexuals to name what was thought to be unnamable.

"A Place To Be Navajo" is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called "Dine Bi'olta', " The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community.
McCarty's account grows out of 20 years of ethnographic work by the author with the "Dine" (Navajo) community of Rough Rock. The story is told primarily through written text, but also through the striking black-and-white images of photographer Fred Bia, a member of the Rough Rock community. Unlike most accounts of Indigenous schooling, this study involves the active participation of Navajo community members. Their oral testimony and that of other leaders in Indigenous/Navajo education frame and texture the account.
Informed by critical theories of education, this book is not just the story of a single school and community. It is also an inquiry into the larger struggle for self-determination by Indigenous and other minoritized communities, raising issues of identity, voice, and community empowerment. "A Place To Be Navajo" asks whether school can be a place where children learn, question, and grow in an environment that values and builds upon who they are. The author argues that the questions Rough Rock raises, and the responses they summon, implicate us all.

This book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national and cultural contexts.

What can schools do to raise the academic attainment of every pupil? Helping you to ensure that every pupil fulfils their potential, this book draws on the authors' research and practical experience to demonstrate what can be done to raise attainment, especially in pupils from culturally diverse backgrounds. This book contains tried-and-tested strategies for: - inducting asylum seekers - supporting bilingual learners - working with gypsy and traveller children - raising the attainment of black boys - working with parents and the local community Highly practical, this book contains lesson activities, suggestions for improving your teaching skills, case studies and activities for professional reflection. All teachers, teaching assistants and teacher trainers, especially those working in culturally diverse classrooms, will want to read this book.

In this essential book from ELL-expert Paul Boyd-Batstone, you'll find out how to teach reading while keeping in mind the unique needs of English language learners. You'll learn best practices and differentiated strategies for each domain of the Common Core Foundational Reading Skills, including print concepts, phonological awareness, phonics and word recognition, and fluency. Topics covered include: Ideas for using contextual support to help ELLs climb the staircase of complexity; How to teach print concepts, such as noting word separation and using punctuation; Strategies for teaching phonological awareness, including distinguishing vowel sounds and blending sounds; Ways to teach phonics and word recognition using informational and literary texts; and Exemplary ideas for teaching fluency, such as through poetry, drama, and digital media. The book is filled with ready-to-use activities and complete lesson plans that address selected CCSS performance tasks at each grade level. These lesson plans demonstrate how to differentiate instruction based on your ELLs' reading level. The book also includes performance-level descriptors, rubrics, and templates, available for free download from our website at http://www.routledge.com/books/details/9781138017696.

This workbook accompanies the Second Edition of Keys to Teaching Grammar to English Language Learners: A Practical Handbook by Keith S. Folse. The Workbook has been updated to reflect new content in the Second Edition of the Handbook and once again features exercises that carefully follow the sequence of material in the Handbook. To facilitate use of the Workbook with the Handbook, each exercise is coded with the corresponding pages for the material in the Handbook. Reflecting the different learning styles in any given class, the exercises practice identifying grammatical features in a variety of different ways, including many charts, matching activities, and short answer questions. In addition, the Workbook has a variety of exercises consisting of sentences typical of English language learners so that teachers can become familiar with specific types of errors that ESL students make with certain grammar points. The Workbook also features some action research projects to guide teachers in collecting small samples of data from their target student populations.

Tools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds. It focuses on the consequences for interactive teaching and for course design in a world where students, ideas and courses are mobile, using examples and experiences from a wide range of disciplines and national contexts. It not only considers Anglophone countries, including the USA, Canada, the UK, Australia and New Zealand, but also the use of English as a language of instruction in countries where neither teachers nor students are native English speakers. This book offers ideas for adjusting and adapting teaching approaches for culturally and linguistically diverse student groups. Students may cross national boundaries to seek accreditation, or the courses may be 'transnational', being designed in one country and delivered in another using local as well as 'fly-in' faculty. It draws upon growing good practice recommendations using tried and tested methods alongside the extensive and varied experience of the author. The book is structured around a selection of the most common issues and statements of belief held by educators, with key topics including: the impact of educational mobility on teaching and learning; teachers as mediators between academic cultural differences; learning and teaching in English; inclusive teaching and learning; encouraging student participation; assessing diverse students. With a wealth of practical tips and tools that help deal with these issues, this book will be of value to any educator working with students from culturally and linguistically diverse backgrounds. It will also interest those involved in the design of curriculum and pedagogy.

Weave culturally responsive teaching into every lesson and activity Culturally responsive teaching practices are like bright ribbons: when you weave them into everything you teach, you create a beautiful tapestry for successful learning. Lotus Howard, who has spent four decades teaching in diverse classrooms, will show you how to build relationships with your students and create a harmonious community where every child can thrive. You'll learn: How to use culturally responsive teaching (CRT) not as an add-on, but as a philosophy that infuses every aspect of the school day Simple strategies for weaving the seven principles of CRT into all lessons and activities, including morning greetings, transition times, and group work How to be more self-reflective to better appreciate and unlock students' unique gifts With an array of practical tips, model lessons, and resources, this book will inspire you to weave a holistic tapestry of teaching and learning that benefits all children.

Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students' strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities