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How can linguistics help teachers of English language learners
(ELLs) improve their instruction? What specific competencies do
ELLs need to build in order to speak, listen, read, and write in a
new language? Now revised and expanded with a broader view of
literacy, this book has guided thousands of inservice and
preservice teachers to understand the processes involved in
second-language acquisition and help ELLs succeed. The authors
explain relevant linguistic concepts with a focus on what works in
today's diverse PreK-12 classrooms. Effective teaching strategies
are illustrated with engaging classroom vignettes; the volume also
features instructive discussion questions and a glossary. (First
edition title: Teaching Reading to English Language Learners.) New
to This Edition *Broader view of literacy; increased attention to
oral language and writing as well as reading. *Chapter on digital
learning, plus new content on digital technology throughout the
book. *Even more user friendly--additional classroom suggestions
from real teachers, vignettes, and examples and graphics
illustrating linguistic concepts. *End-of-chapter "challenge
questions" that inspire deeper reflection. *Coverage of timely
topics, such as numeracy and the language innovations of text
messages.
Students of education are aware of the story of public education,
of legendary figures like Horace Mann riding from district to
district trying to improve the American school by establishing a
common school fund and developing teacher-training programs. Those
who followed worked hard to broaden the mission and refine the
institution. While advancing the distribution of textbooks,
developing curriculum materials and employing testing tools, even
as early as 1845, standardized testing was used to see if it all
worked. Advocates used the Elementary and Secondary Education Act
(ESEA) of 1965 to make accessible to all an education of worth for
social advancement. Yet today's No Child Left Behind Act, signed in
2002 is, ironically so, a reform driven not by the advocates, but
by public education's most ardent detractors. NCLB appears to be an
attempt to change the public education system fundamentally, from
the perspective that it is broken, its mission in need of radical
revision.
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