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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.
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.
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