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Supporting Newcomer Students - Advocacy and Instruction for English Learners (Paperback): Katharine Davies Samway, Lucinda... Supporting Newcomer Students - Advocacy and Instruction for English Learners (Paperback)
Katharine Davies Samway, Lucinda Pease-Alvarez, Laura Alvarez
R1,139 R914 Discovery Miles 9 140 Save R225 (20%) Ships in 12 - 19 working days

In this much-needed book, the authors marshal research and several decades of their own experience to provide instructional practices and activities that will help teachers develop newcomers as readers and writers of English and engage them in content learning across the curriculum. Equally important, they show how teachers can advocate for these vulnerable students, many of whom have experienced multiple challenges in their home countries or in the United States, including poverty, violence and political persecution. With chapters on assessment and second-language acquisition as well as reading, writing, speaking and content learning, their book is a timely and comprehensive guide for any K-8 educator whose classroom or school includes newcomer students.

Teachers of English Learners Negotiating Authoritarian Policies (Paperback, 2012 ed.): Lucinda Pease-Alvarez, Katharine Davies... Teachers of English Learners Negotiating Authoritarian Policies (Paperback, 2012 ed.)
Lucinda Pease-Alvarez, Katharine Davies Samway
R1,398 Discovery Miles 13 980 Ships in 10 - 15 working days

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.

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