"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.

How to link research to practice in TESOL methodology? This textbook arises out of a need that has existed for years: for trained TESOL teachers to understand both qualitative and quantitative research methods. It proposes that mixed methods research (MMR) meets that need by combining the best aspects of both research traditions. Divided into 3 main sections, each chapter illustrates core principles in practice, using case studies of English teaching worldwide. Written specifically for those studying TESOL teaching, this textbook is the first to teach methods and practice in a global context. In linking to the latest developments in the field, it introduces TESOL teachers to MMR in a reflective and accessible manner. It includes guided tasks in each chapter. It presents extracts and summaries of MMR studies from the TESOL literature and recommends further reading. It covers core topics from vocabulary and grammar, to teaching writing, speaking and listening.

This singular new textbook is both an introduction to the major theories of second language acquisition and a practical proposal for their application to language learning courses. It explains and evaluates these theories, and focuses on recent research that has enriched thinking about the best ways to facilitate communicative effectiveness in an L2. It then suggests practical applications regarding language planning, curriculum development, pedagogy, materials development, teacher development, and assessment, establishing a tangible connection between theory and practice. Unlike many SLA books which are narrowly focused on the acquisition of language, it explores the roles of factors such as pragmatics, para-linguistic signals, gesture, semiotics, multi-modality, embodied language, and brain activity in L2 communication. SLA Applied connects research-based theories to the authors' and students' real-life experiences in the classroom, and stimulates reflection and creativity through the inclusion of Readers' Tasks in every chapter. This engaging and relevant text is suitable for students in Applied Linguistics or TESOL courses, trainee teachers, researchers, and practitioners.

Supporting children with English as an additional language (EAL) requires detailed knowledge and understanding of their social, cognitive and linguistic needs. Supporting Pupils with EAL in the Primary Classroom highlights the fundamental principles that underpin teaching and learning, and examines practical strategies for classroom practice. The book focuses on the importance of recognising the knowledge, skills and experience that children with EAL bring to the classroom, whilst identifying the specific support required. It draws on evidence from an extended case study to illustrate essential points and combines this with an examination of relevant theory as well as how this translates to classroom practice. Key features of the book include: * Core knowledge and skills about how to support children with EAL * Case study scenarios to illustrate particular principles, pedagogies and practices * Practical ideas for the classroom throughout Supporting Pupils with EAL in the Primary Classroom is an invaluable text for those in teaching training, qualified teachers, senior managers in schools and those working in initial teacher education. "The author writes about the demands of teaching EAL learners with commitment, knowledge and enthusiasm. She offers the reader insights and examples from her own research and classroom practice, beginning with a discussion of bilingualism and language learning, followed up by an exploration the four skills and assessment in the classroom, as well as a chapter arguing for professional development and research informed teaching. In this chapter she stresses the importance of teachers finding innovative ways to enable EAL learners within the curriculum context. In the final chapter, drawing on the sociocultural framework that informs her work, the author discusses the challenges, constraints and possibilities for supporting EAL children in the wider contexts of pedagogy and policy. Throughout, there are case studies and examples, and the author writes with a sense of optimism that it is in the capacity of teachers to improve the classroom learning opportunities for EAL learners. Written in a personable and accessible style, this book offers an informative foundation for teacher educators and professionals who want to learn more about working with EAL learners." Dr Charlotte Franson, formerly of Canterbury Christ Church University, UK "As a teacher educator, I am often engaged in discussions around trainees' perceptions of the complexities of teaching children learning EAL. This book, rooted in practice based research provides an accessible and informative scaffold for those embarking on a career in teaching. The premise of the 'what' and 'how' is particularly useful and the sequence of chapters provides a well mapped journey for the reader, through the theory, practice and considerations of supporting children learning EAL. Exemplification, through the case study vignettes, poses reflective thinking points that can be readily applied to one's own practice. Overall, excellent practitioner guidance that both consolidates subject knowledge and provides realistic practice guidance. A title I will be heartily recommending to my students." Gill Chambers, Senior Lecturer in Education, University of Northampton, UK

Der UEbergang von der Grundschule zur weiterfuhrenden Schule wird noch immer als Meilenstein in der Lernbiographie von Schulerinnen und Schulern betrachtet. Seit der Einfuhrung des Englischunterrichts im Primarstufenbereich ist die Umsetzung dessen am UEbergang ein zentrales Thema fur Englischlehrkrafte der Grundschulen und weiterfuhrenden Schulen. Die Autorin greift diese Thematik auf und setzt sich mit der Frage auseinander, welche Rolle die Lehr-Lern-Einstellungen der Englischlehrkrafte bei der Gestaltung des UEbergangs spielen. Im Rahmen einer interschulischen Kooperation von Englischlehrkraften setzt die Autorin Frageboegen und Leitfadeninterviews ein, um deren Einstellungen zu erfassen und Faktoren zu erheben, die eine langerfristige interschulische Kooperation begunstigen. Diese Studie enthalt zusatzliche Informationen als Anhang. Sie koennen hier heruntergeladen werden

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.

Based on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom practice with each community of learners, responding to students' individual goals, histories, and lives outside the classroom.

"Gloria Ladson-Billings provides a perceptive and interesting account of what is needed to prepare novice teachers to be successful with all students in our multicultural society. This book is must reading for all those entering the profession of teaching today and for those who prepare them for this important work."
--Ken Zeichner, associate dean and professor of curriculum and instruction, School of Education, University of Wisconsin-Madison

"The multiple voices in Gloria Ladson-Billings's book are compelling, provocative, and insightful-they provide a powerful 'insider' perspective on what it really means to learn to teach all children well."
--Marilyn Cochran-Smith, professor of education and editor, Journal of Teacher Education, Boston College, School of Education

"Ladson-Billings, one of the stellar researchers and most passionate advocates for social justice, has written yet another masterpiece. By weaving the novice teachers' voices, her personal teaching journey, and language rich in compelling research and inspiring metaphors, Ladson-Billings has documented how new teachers transform schools and teach poor children of color."
--Jacquline Jordan Irvine, Candler Professor of Urban Education, Emory University, Division of Educational Studies

"Masterful teacher and teacher-educator Gloria Ladson-Billings has given us--in highly readable form--a brilliant vision of what teacher education might become. In Crossing Over to Canaan we get a glimpse of how a carefully constructed teacher education program focused on teaching for social justice can produce excellent teaching, even by young, middle-class teachers-in-training, in diverse educational settings."
--Lisa D. Delpit, Benjamin E. Mays Professor of Educational Leadership, Georgia State University

The author of the best-selling book The Dreamkeepers shows how teachers can succeed in diverse classrooms. Educating teachers to work well in multicultural classrooms has become an all-important educational priority in today's schools. In Crossing Over to Canaan, Gloria Ladson-Billings details the real-life stories of eight novice teachers participating in an innovative teacher education program called Teach for Diversity. She details their struggles and triumphs as they confront challenges in the classroom and respond with innovative strategies that turn cultural strengths into academic assets. Through their experiences, Ladson-Billings illustrates how good teachers can meet the challenges of teaching students from highly diverse backgrounds--and find a way to "cross over to Canaan." She offers a model of teaching that focuses on academic achievement, cultural competence, and socio-political consciousness.

Drawing from her own experiences as a young African-American teacher working in Philadelphia, she successfully weaves together narrative, observation, and scholarship to create an inspirational and practical book that will help teachers everywhere as they work to transcend labels and categories to support excellence among all students.

Was macht den Unterschied im Lehr-Lern-Prozess aus? In der Unterrichtsforschung wird in erster Linie die Ansicht vertreten, dass dabei alles auf die Expertise der Lehrperson ankommt. Es wird postuliert, dass der Erfolg bzw. Misserfolg der Schuler*innen beim (Fremdsprachen-)Lernen hauptsachlich auf Lehrkrafte zuruckzufuhren ist und vorwiegend davon abhangt, welche Geisteshaltungen den Handlungen und Entscheidungen der Lehrenden zugrunde liegen. Im vorliegenden Buch wird zum einen die Relevanz der Rollenvorstellungen von Lehrenden fur die Prozessqualitat des Unterrichts untersucht, zum anderen der Veranderungsprozess einiger Aspekte des Lehrer*innen-Handelns im Lehr-Lern-Prozess. Dabei wird Bezug auf den DaF-Unterricht in Kamerun genommen.

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.

Im Fokus des Sammelbandes steht die Fachdidaktik des Russischen, Polnischen und anderer slawischer Sprachen im deutschsprachigen Raum. Die zwoelf Beitrage thematisieren die Foerderung interkultureller Kompetenzen, den Medieneinsatz beim Fremdsprachenlehren und -lernen sowie die Zielgruppe der Herkunftssprecher*innen. Sie behandeln ebenfalls die Nutzung von Erschliessungsstrategien und den Sprachtransfer sowie die Binnendifferenzierung im Fremdsprachenunterricht als Antwort auf die Heterogenitat der Lernenden. Die Publikation richtet sich an alle, die in Universitaten, Schulen, privaten Bildungsinstitutionen oder Kulturvereinen tatig sind und die dort slawische Sprachen als Fremdsprachen vermitteln bzw. Herkunftssprecher*innen unterrichten.

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.

This practical resource will help K-6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students' strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children's literature, and tools to engage with students' families and communities.

Learn how to enact curricular, pedagogical, and policy shifts that nourish students' linguistic repertoires, redefine teaching and learning as reciprocal endeavors, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language in both academic and informal settings. Drawing on their experience working with hundreds of educators and thousands of students in linguistically diverse school settings (grades 7-12), the authors challenge readers to engage in critical, collective action as they transform their approach to languaging, agency, and authority in the classroom. Ideas and strategies come alive through classroom vignettes, student stories, and samples of student poetry, prose, and art-as well as examples of linguistically affirming approaches to online teaching. The book is an enlightening professional conversation that represents the importance and impact of multicultural and culturally responsive education that ultimately leads to linguistically inclusive education for newcomers and other language learners.Book Features: Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students. Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires. Shows examples of how educators create classrooms where newcomer and emergent bilingual students' identities, languaging, and humanity are invited, affirmed, and amplified. Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.

This book centralizes the narratives of adult English language learners, teachers, and trainee teachers in the development of a humanistic language pedagogy; their strengths, concerns, and stories inform this practical guide to adult literacy development and English language-culture learning and teaching. The author sets the need to educate the whole person, and to focus on the adult learner's strengths and assets, against a background of rigorous research and practical experience. This book combines evidence-based pedagogy with a passionate belief in the centrality of the learner and the importance of education and will be invaluable to all those involved in teaching and training related to adult English language learners.

Das Konzept der Lernerzentrierung spielt bereits mehrere Jahrzehnte eine entscheidende Rolle in der Theoriebildung von Lehren und Lernen fremder Sprachen. Nichtsdestotrotz stehen die Lernenden mit ihren Erfahrungen, Bedurfnissen, Einschatzungen, Lernvoraussetzungen, wie auch individuellen Lernstadien noch relativ selten im Zentrum der interdisziplinar-integrativen empirischen Forschung. Das Ziel des vorliegenden Bandes ist es, zu einer starkeren Personalisierung des Fremdsprachenunterrichts beizutragen, indem auf die Relevanz der fachubergreifenden Forschungen hingewiesen wird. Den Beitragen liegt die UEberzeugung zugrunde, dass das Heranziehen anderer Perspektiven und aussendisziplinarer Betrachtungen eine starker differenzierte und realistische Auffassung von Sprachenlernenden ermoeglichen kann.

In this new edition, Reader's Choice continues its legacy of teaching skills for academic success. The brand new edition of the classic textbook teaches readers that the most important skill is selecting the best reading strategies for solving everyday reading challenges. The exercises and readings in Reader's Choice help students become independent, efficient readers.Reader's Choice provides 9 units that teach progressively more complex reading strategies. These units are accompanied by skills-focused activities as well as full reading passages. Units include readings and materials from respected news sites such as NPR, commonly used items like transit maps, excerpts from well-known literary works such as Shirley Jackson's "The Lottery," and much more. Together, these readings provide engaging, real world examples that allow students to strengthen the reading skills vital to academic and career success. In Reader's Choice, 6th Edition, students will: Learn key critical reading skills for prose, charts, graphs, and data, such as analyzing context clues, using prefixes and suffixes, and more Develop contextual reading skills through real life scenarios and practice exercises Engage with high-interest examples from popular news sources, contemporary literature, and scientific studies - Complete interactive online quizzes and exercises to supplement and measure student learning Reader's Choice, 6th Edition is accompanied by a companion website featuring student resources and by a set of teaching materials supporting classroom use. CEFR Levels: B1, B2, C1, C2

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs
• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades
• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

For five consecutive generations, from roughly 1880-1980, Native American children in the United States and Canada were forcibly taken from their families and relocated to residential schools. The stated goal of this government program was to "kill the Indian to save the man." Half of the children did not survive the experience, and those who did were left permanently scarred. The resulting alcoholism, suicide, and the transmission of trauma to their own children has led to a social disintegration with results that can only be described as genocidal.

Ward Churchill is the author of "A Little Matter of Genocide," among other books. He is currently a Professor of American Indian Studies at the University of Colorado, Boulder.

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 children of Mexican immigrant families are the fastest growing population in American schools today. Education can be the key to a better quality of life, especially for a population that faces breathtakingly high poverty rates and few other opportunities for social mobility. But these children are too frequently considered at risk academically. What more can be done to help them succeed? Mexican Roots, American Schools offers a fresh take on this timely and critically important issue by focusing on the first years of elementary school and the complex interplay of learning with other aspects of children's lives. Its social policy recommendations will be essential reading for educators, policymakers, and parents alike. Based on the first-ever national study of the school readiness of Mexican immigrant children, this book examines how various aspects of their lives-including health, the home environment, and childcare arrangements-help or hurt their academic performance. Drawing a comprehensive picture, it shows that these children start school behind their peers and only fall farther behind over the years. The author forcefully maintains that this situation does not need to continue. Crosnoe outlines which factors make the most difference, and recommends policy initiatives that would help change things. In addressing educational inequality, we need to target the earliest years of school and pre-school programs, offer resource centers and services for students and parents, and consider how health and home inevitably seep their way into the schools.

Die im Buch versammelten Beitrage stellen das Ergebnis eines internationalen Symposiums dar. Den Anstoss fur diesen Schwerpunkt bilden zum einen die Konfliktlinien zwischen Mehr- und Minderheiten in der Staatenlandschaft Europas, zum anderen die gesellschaftlichen Umwalzungen und Migrationen, die mit einer Pluralisierung der Gesellschaft einhergehen und teilweise auch Neubewertungen von Mehr- und Minderheitenverhaltnissen notwendig machen.