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Exploring language, culture and education among immigrants in the
United States, this volume discusses the range of experiences in
raising children with more than one language in major
ethno-linguistic groups in New York. Research and practice from the
fields of speech-language pathology, bilingual education, and
public health in immigrant families are brought together to provide
guidance for speech-language pathologists in differentiating
language disorders from language variation, and for parents on how
to raise their children with more than one language. Commonalities
among dissimilar groups, such as Chinese, Korean, and Hispanic
immigrants are analyzed, as well as the language needs of
Arab-Americans, the home literacy practices of immigrant parents
who speak Mixteco and Spanish, and the crucial role of teachers in
bridging immigrants' classroom and home contexts. These studies
shed new light on much-needed policy reforms to improve the
involvement of culturally and linguistically diverse families in
decisions affecting their children's education.
For English Learners and other struggling students, understanding
and using academic language is absolutely critical to literacy
development and school achievement, but it takes careful planning
to help these students develop mastery. Ruth Swinney and Patricia
Velasco's teacher-friendly guide explains how to weave together
content and language goals when planning lesson units, as well as
offering strategies for moving students from social to academic
language and creating a curriculum of talk in the classroom. In
addition, Swinney and Velasco provide detailed sample unit plans in
all content areas to demonstrate how these strategies can be
employed while simultaneously meeting curriculum demands. Using
specific structures of balanced literacy including read along,
shared reading, and shared writing, these unit plans also include a
self-assessment guide for teachers to use as they scaffold the
content to increase comprehension and student achievement
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Marimba (Paperback)
Christine Helot, Patricia Velasco; Illustrated by Antun Kojton
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R303
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Exploring language, culture and education among immigrants in the
United States, this volume discusses the range of experiences in
raising children with more than one language in major
ethno-linguistic groups in New York. Research and practice from the
fields of speech-language pathology, bilingual education, and
public health in immigrant families are brought together to provide
guidance for speech-language pathologists in differentiating
language disorders from language variation, and for parents on how
to raise their children with more than one language. Commonalities
among dissimilar groups, such as Chinese, Korean, and Hispanic
immigrants are analyzed, as well as the language needs of
Arab-Americans, the home literacy practices of immigrant parents
who speak Mixteco and Spanish, and the crucial role of teachers in
bridging immigrants' classroom and home contexts. These studies
shed new light on much-needed policy reforms to improve the
involvement of culturally and linguistically diverse families in
decisions affecting their children's education.
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