English Language Learners
Writing Between Languages: How English Language Learners Make the Transition to Fluency, Grades 4-12
Most literacy instruction for ELLs in the United States focuses on grammar, vocabulary, content reading, or speaking and listening. The focus on the surface structure of English may lead to enough English proficiency to compose proper English sentences in correctly formatted papers, but it does not support ELLs as competent writers and thinkers.
With Writing Between Languages, Danling Fu provides an effective alternative. She proves that by beginning with the literacy knowledge students bring from their native language and putting writing at the center of the curriculum, we can help them make a smoother transition to English while we support their academic literacy. With Writing Between Languages, you ll learn to
understand the crucial and helpful role native literacy plays in building written English fluency
assess where English learners including beginners are in their development as writers
use code-switching and movement between languages to scaffold transitional writing no matter whether you know a student s home language
implement instructional strategies to support development in writing and other literacy and language skills in meaningful contexts.
Teaching English Language Learners: Literacy Strategies and Resources for K-6 (Tools for Teaching Literacy)
Grounded in research and practical expertise, this volume helps K?6 teachers skillfully support all of their English language learners (ELLs)?from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students’ lived experiences, use a variety of motivating print and electronic texts and materials, engage families, and conduct effective assessments. Chapters are packed with tools and activities for promoting ELLs’ development in oral language, phonics, fluency, vocabulary, comprehension, writing, and grammar. Handy reproducibles and ?Voice from the Classroom” teacher vignettes enhance the utility of the book.
Literature-Based Instruction with English Language Learners, K-12
/* JK8363, Hadaway, Nancy L., Literature-Based Instruction with English Language Learners, K-12 */ This book takes a literature-based approach to how children learn language and how it is taught in today’s diverse K-12 classrooms. The material is based on the belief that literature offers the most effective instructional approach for English language learners. The book offers meaningful reading, writing, speaking, and listening activities, as well as new understandings about the forms and functions of written language. This is the first book that offers instructors guidance in expanding the range of materials they use for teaching ESL by going beyond the standard texts to include books of all kinds – children’s literature, trade books, magazines, and other media. “Voices from the Classroom: Scenarios from K-12 classrooms with English language learners” are provided throughout the chapters, offering practical stories from teachers’ points of view. K-12 Educators with diverse student populations.
Literature-Based Instruction with English Language Learners, K-12