About the Book
An indispensable course text and practitioner resource, this teacher-friendly book puts the needs of English language learners (ELLs) front and center. Leading authorities connect current research to effective instructional practices for elementary students with varying degrees of English proficiency. Key components of literacy instruction are addressed, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. Chapters also explore how linguistic, sociocultural, psychological, and educational factors shape ELL literacy development, highlighting practical implications for the classroom. Reflection questions and a wealth of illustrative examples enhance the utility of this engaging, tightly edited work.
Table of Contents:
Helman, Factors Influencing Second-Language Literacy Development: A Road Map for Teachers.
Au, Culturally Responsive Instruction: Application to Multiethnic, Multilingual Classrooms.
Dutro, Helman, Explicit Language Instruction: A Key to Constructing Meaning.
García, DeNicolo, Making Informed Decisions about the Language and Literacy Assessment of English-Language Learners.
Bear, Smith, The Literacy Development of English Learners: What Do We Know about Each Student’s Literacy Development?
Helman, Emergent Literacy: Planting the Seeds for Accomplished Reading and Writing.
Helman, Opening Doors to Texts: Planning Effective Phonics Instruction with English Learners.
Montero, Kuhn, English-Language Learners and Fluency Development: More Than Speed and Accuracy.
Brock, Youngs, Oikonomidoy, Lapp, The Case of Ying: The Members of a Teacher Study Group Learn about Fostering the Reading Comprehension of English Learners.
Templeton, Spelling–Meaning Relationships among Languages: Exploring Cognates and Their Possibilities.
Pennington, Salas, Examining Teacher Dispositions toward Linguistically and Culturally Diverse Students.
Helman, Effective Instructional Practices for English Learners.
Helman, Literacy Development with English Learners: Concluding Thoughts.
About the Author :
Edited by Lori Helman, PhD, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, Minnesota, USA
Review :
"This research-based book addresses the fundamentals of a high-quality ELL program and provides the reader with best practices to follow. Each chapter can serve as a stand-alone reference; read together, they offer clear guidance for mainstream or ELL teachers. The practical applications and examples are just what teachers are looking for. This book will be an excellent text for preservice teachers preparing to instruct the diverse student population that is now the norm in most districts nationwide." - Lori Henry, English language learner curriculum specialist, Austin (Minnesota) Public Schools, USA
"A great resource for ELL teachers and students in teacher preparation courses. The book sheds light on psychological, linguistic, sociocultural and pedagogical aspects of reading for ELLs. It includes suggestions for study groups and/or classroom implementation. It also holds up a mirror to help teachers explore how policy issues and their own beliefs about diverse learners influence their teaching." - Margarita Calderón, School of Education, Johns Hopkins University, USA
"Bravo! In this comprehensive book, Helman offers teachers practical research-based help with assessing ELLs' literacy development and tailoring meaning-based instruction to make sure these youngsters receive the instruction they need. Helman and her contributing authors know the burning questions and answer them; they know the complexities and embrace them. Most of all, they know and respect the teachers and children who inspire their writing. This book is a treasure for all who care about scaffolding language development in ELLs. It is especially crucial for teachers in urban schools." - Lucy Calkins, Robinson Professor of Children's Literature and Founding Director, The Teachers College Reading and Writing Project, Columbia University
"This research-based book addresses the fundamentals of a high-quality ELL program and provides the reader with best practices to follow. Each chapter can serve as a stand-alone reference; read together, they offer clear guidance for mainstream or ELL teachers. The practical applications and examples are just what teachers are looking for. This book will be an excellent text for preservice teachers preparing to instruct the diverse student population that is now the norm in most districts nationwide." - Lori Henry, English language learner curriculum specialist, Austin (Minnesota) Public Schools, USA
"A great resource for ELL teachers and students in teacher preparation courses. The book sheds light on psychological, linguistic, sociocultural and pedagogical aspects of reading for ELLs. It includes suggestions for study groups and/or classroom implementation. It also holds up a mirror to help teachers explore how policy issues and their own beliefs about diverse learners influence their teaching." - Margarita Calderón, School of Education, Johns Hopkins University, USA
"Bravo! In this comprehensive book, Helman offers teachers practical research-based help with assessing ELLs' literacy development and tailoring meaning-based instruction to make sure these youngsters receive the instruction they need. Helman and her contributing authors know the burning questions and answer them; they know the complexities and embrace them. Most of all, they know and respect the teachers and children who inspire their writing. This book is a treasure for all who care about scaffolding language development in ELLs. It is especially crucial for teachers in urban schools." - Lucy Calkins, Robinson Professor of Children's Literature and Founding Director, The Teachers College Reading and Writing Project, Columbia University
