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Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
Latino (or Hispanic) children are one of the fastest-growing groups
in U.S. schools today. On average, these students perform worse
than Anglo students on measures of academic achievement and other
measures of academic success, and their drop-out rate is high.
There are schools of excellence among those serving Latino
children, but the majority of these children are placed "at risk"
by schools and community institutions unable to build on the
cultural, personal, and linguistic strengths these children are
likely to bring with them to school. Schools serving Latino
students need programs based on high-quality research, capable of
being replicated and adapted to local circumstances and needs.
Greater numbers of English learners (ELs) are enrolled in school every year. Teachers and administrators are concerned with the large gap in reading and academic standing between ELs and students performing at grade level and want to know how to provide quality instruction to help close this gap. This book addresses the language, literacy, and content instructional needs of ELs and frames quality instruction within effective schooling structures and the implementation of RTI. New instructional strategies and assessment processes energize and motivate everyone especially the students. Dedicated educators who want to generate passion, commitment, and energy in meeting the challenge of quality instruction in every classroom can use this book to create momentum.
This timely book takes a critical look at the teaching of English, showing how language is used to create hierarchies of cultural privilege in public schools across the country. Motha closely examines the work of four ESL teachers who developed anti-racist pedagogical practises during their first year of teaching. Their experiences, and those of their students, provide a compelling account of how new teachers might gain agency for culturally responsive teaching in spite of school cultures that often discourage such approaches. The author combines current research with her original analyses to shed light on real classroom situations faced by teachers of linguistically diverse populations. This book will help pre- and in-service teachers to think about such challenges as differential achievement between language learners and "native-speakers;" about hierarchies of languages and language varieties; about the difference between an accent identity and an incorrect pronunciation; and about the use of students' first languages in English classes. This resource offers implications for classroom teaching, educational policy, school leadership, and teacher preparation, including reflection questions at the end of each chapter.
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