English Language Learners and the New Standards: Developing Language, Content Kn

The Nile on eBay   English Language Learners and the New Standards by Margaret Heritage, Aida Walqui, Robert Linquanti, Kenji Hakuta

In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language.

FORMATPaperback LANGUAGEEnglish CONDITIONBrand New Publisher Description

In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning—from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process focused oncomprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.In English Language Learners and the New Standards, the authors:Clarify the skills and knowledge teachers need to integrate content knowledge and language developmentShow how teachers can integrate formative assessment in ongoing teaching and learningDiscuss key leverage points and stress points in using interim and summative assessments with ELLsProvide classroom vignettes that illustrate key practicesFinally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.

Back Cover

English Language Learners and the New Standards provides a clear and practical path for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning: from an individual activity to a socially engaged activity; from a linear process, aimed at correctness and fluency, to a developmental process; and from a separate area of instruction to an approach that embeds language development in subject-area activities. For each step, the authors clarify the skills and knowledge teachers need to integrate content knowledge and language development, and show how teachers can integrate formative assessment in ongoing teaching and learning. "This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book." -- Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York University "This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole." -- Ang

Author Biography

Margaret Heritage is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA, USA. Aida Walqui directs the Teacher Professional Development Program at WestEd. Robert Linquanti is a project director and senior researcher at WestEd.

Table of Contents

CONTENTSForeword ixKenji HakutaCHAPTER 1ELLs and the New Standards 1 Meeting the Goals of College and Career ReadinessCHAPTER 2Changing Times, Changing Teacher Expertise 23 Pedagogical Shifts That Support Ambitious Learning for ELLsCHAPTER 3From Theory to Practice 53 Examining Assumptions About Language Acquisition, Learners, Learning, and TeachingCHAPTER 4The Role of Formative Assessment 87 Putting Content, Analytical Practices, and Language TogetherCHAPTER 5The Role of Summative Assessment 109 Key Leverage Points and Stress Points in Assessing ELLsCHAPTER 6The Role of Policy 133 Fostering a Learning Culture for ELLs and Their TeachersNotes 151Acknowledgments 171 About the Authors 173Index 175

Review

This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole. Angelica Infante-Green, former CEO, Office of English Language Learners, New York City Department of Education"This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book. Ohkee Lee, professor, Steinhardt School of Culture, Education, and Human Development, New York University"

Review Quote

"This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book." --

Details ISBN1612508014 Author Kenji Hakuta Short Title ENGLISH LANGUAGE LEARNERS & TH Pages 224 Language English ISBN-10 1612508014 ISBN-13 9781612508016 Media Book Format Paperback Year 2015 Imprint Harvard Educational Publishing Group Subtitle Developing Language, Content Knowledge, and Analytical Practices in the Classroom Place of Publication Cambridge Country of Publication United States Illustrations illustrations AU Release Date 2015-05-01 NZ Release Date 2015-05-01 Publication Date 2015-05-30 UK Release Date 2015-05-30 Publisher Harvard Educational Publishing Group DEWEY 370.117 Audience Professional & Vocational US Release Date 2015-05-30 We've got this

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