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Between 1990 and 2010, the English language learner (ELL)
population in U.S. schools grew by 80 percent. While the highest
concentration of English language learners, now more commonly
referred to as emergent bilinguals (EBLs) remains in the
traditional immigrant destination states of California, Texas, New
York, Florida, Illinois, and New Jersey, in all 50 states there are
growing numbers of emergent bilinguals. Interest in these learners
has encouraged research and publications, but most of this research
has centered on the students themselves and the politics
surrounding their education. Publications featuring the research of
teacher educators preparing teachers to work with EBLs in schools
are much needed. Teacher educators must know how to help inservice
teachers provide effective instruction to the increasing number of
linguistically diverse students in the schools.
Teacher educators need to be able to not only teach preservice
teachers how to teach language arts, math, social studies, or
science, but also to teach the language their students need to
talk, read, and write about these subjects. Despite this need,
there is a lack of research on how best to prepare preservice
teachers to teach emergent bilinguals. In this book, teacher
educators from institutions across the U.S. report their research
with preservice teachers in large cities, suburban communities, and
rural border areas. In each chapter, the authors explain what they
have learned as they have conducted research on education for
preservice teachers who will teach emergent bilinguals in
mainstream, bilingual, and ESL.
Plain and simple: until our English learners have equitable access
to the curriculum, they'll continue to struggle with subject area
content. And if you're relying on add-on's to fit in from your
language arts basal or a supplementary program, Mary Soto, David
Freeman, and Yvonne Freeman are here to equip you with much more
effective, efficient, and engaging strategies for helping your
English learners read and write at grade level. One assurance right
from the start: Mary, David, and Yvonne are not suggesting you
reinvent your curriculum. Instead, Equitable Access for English
Learners, Grades K-6, focuses on how to fortify foundational
practices already in place. First, you'll learn more about the
Equitable Access Approach, then it's time to dive into the book's
four units of study. Drawing on each unit's many strategies, you'll
discover how to apply them to any unit in your own language arts
curriculum and start differentiating: How to draft and implement
language objectives to help English learners meet academic content
standards How to make instructional input comprehensible, including
translanguaging strategies that draw on your students' first
languages when you don't know how to speak them How to utilize the
characteristics of text to support readers, along with a rubric for
determining a text's cultural relevance How to build students'
academic content knowledge and develop academic language
proficiency Each unit addresses a commonly taught topic in today's
language arts programs and comes with ready-to-go review and
preview activities, key strategies, grade-level adaptations,
reflection exercises, and printable online resources. Taken as a
whole, they constitute an all-new approach for providing that
equitable and excellent access our English learners so rightfully
deserve. "When you adopt our Equitable Access Approach, your
students will not only thrive, they'll also find your language arts
curriculum much more meaningful and engaging." -Mary Soto, David E.
Freeman, and Yvonne S. Freeman
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