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Author: Andrea DeCapua Publisher: University of Michigan Press ISBN: 0472037714 Category : Education Languages : en Pages : 161
Book Description
Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators. Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers. This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.
Author: Andrea DeCapua Publisher: University of Michigan Press ISBN: 0472037714 Category : Education Languages : en Pages : 161
Book Description
Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators. Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers. This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.
Author: Andrea DeCapua Publisher: University of Michigan Press ELT ISBN: 9780472034529 Category : Education, Urban Languages : en Pages : 0
Book Description
Breaking New Ground offers a new understanding of the SLIFE population and teaches readers how to address the needs of their students using project-based learning infused with MALP.--Résumé de l'éditeur.
Author: Michelle Yzquierdo Publisher: SEIDLITZ EDUCATION, LLC ISBN: 0997740264 Category : Education Languages : en Pages : 197
Book Description
Newcomer ELLs (English language learners) face a complex and daunting set of challenges. How can educators appropriately provide support to this population? Based on research of the social, emotional, and academic needs of secondary immigrant students, this book is comprised of strategies and techniques for content-area teachers of newcomer ELLs. Additionally, campus and district leaders will gain practical advice about a systemic approach to meeting the needs of this ever-increasing population. Pathways to Greatness for ELL Newcomers: A Comprehensive Guide for Schools and Teachers will highlight several components relevant to newcomer instruction including: cultural proficiency, second language acquisition strategies, scheduling/credits, and effective content-area instruction. It includes over 30 activities for content-area and ESL teachers of newcomers.
Author: Andrea DeCapua Publisher: University of Michigan Press ISBN: 0472039482 Category : Education Languages : en Pages : 77
Book Description
SLIFE: What Every Teacher Needs to Know helps readers deepen their understanding of Students with Limited or Interrupted Formal Education (SLIFE). Because of their limited, greatly interrupted, or sometimes nonexistent participation in formal education, SLIFE face challenges in the classroom that go beyond language and content. Often SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as to learn how to engage in the discourse and practices of formal educational settings. So what can teachers do to help these students succeed and to recognize and honor their knowledge, skills, and cultural capital? SLIFE: What Every Teacher Needs to Know centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of the Mutually Adaptive Learning Paradigm (MALP), is also included.
Author: Andrea DeCapua Publisher: ISBN: 9780472033515 Category : Immigrants Languages : en Pages : 0
Book Description
Today’s public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators. This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation’s highly specific literacy development and content-area knowledge needs. Meeting the Needs of Students with Limited or Interrupted Schooling is grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.
Author: Amy B. Gooden Publisher: University of Michigan Press ELT ISBN: 0472037935 Category : Education Languages : en Pages : 153
Book Description
This casebook is designed to broaden L2 teacher knowledge, thinking, and practice with regard to making language and learning accessible to all students. Language teachers are especially accountable for promoting socially just, inclusive, decolonizing, and multicultural pedagogical practices and curricula; at this critical juncture in history, this book is intended to raise language teachers’ awareness of the importance of critically examining and reflecting on the intersectionality of language education and inclusive pedagogical practices. Language teacher educators can use this text in their courses and workshops to build on and extend theoretical foundations, while making critical practical connections. The 12 cases presented here cover a range of inclusive language teaching and learning issues that practitioners are likely to face in their respective teaching contexts. All the cases are based on real-life dilemmas faced by practitioners in the field and have been informed by discussions with pre-service and in-service student teachers. The cases represent a range of classroom contexts: K–12 ESL/sheltered English immersion, world language, and post-secondary EAP; private, charter, and public schools; and urban and suburban settings. The cases are accompanied by pre- and post-problem sets and in-class discussion questions. This volume applies the case-based pedagogy often used in some fields to that of second language teacher education to encourage pre- and in-service teachers to grapple with the types of dilemmas and decisions teachers confront every day. The cases here are not intended as exemplars of practice to be emulated or illustrations of existing theories; instead, they are problem-based narratives that resist clear-cut answers or solutions and remain open ended to stimulate further investigation and reflection. The goal is to mimic the complexity of the classroom where teachers confront a range of pedagogical and learning challenges, and the ensuing experience requires critical, real-time decisions that demand keen professional discernment.
Author: Andrea DeCapua Publisher: University of Michigan Press ISBN: 0472036416 Category : Education Languages : en Pages : 361
Book Description
A MICHIGAN TEACHER TRAINING title Teachers are often in the forefront of today’s cross-cultural contact, whether in the language classroom or in the K–12 or university/college classroom, but they are not always prepared to handle the various issues that can arise in terms of cross-cultural communication. The intent of this book is to make education in cross-cultural awareness accessible to a broad range of teachers working in a variety of educational settings. Crossing Cultures in the Language Classroom attempts to balance theory and practice for pre-service and in-service teachers in general education programs or in ESL/EFL, bilingual, and foreign language teacher training programs, as well as cross-cultural awareness workshops. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness. The goals of the book are to help readers: expand cultural awareness of one’s own culture and that of others achieve a deeper understanding of what culture is and the relationship between culture and language acquire the ability to observe behaviors in order to draw conclusions based on observation rather than preconceptions understand and implement observations of cultural similarities and differences develop an attitude of tolerance toward cultural differences and move away from the “single story.” The new edition has been thoroughly updated and includes a Suggested Projects section in each chapter. This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents--brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash. Critical Incidents develop users’ ability to analyze and understand how multiple perspectives of the same situation are rooted in differing culturally influenced beliefs, behaviors, norms of interaction, and worldviews.
Author: Luis Javier Pentón Herrera Publisher: Springer Nature ISBN: 3030869636 Category : Education Languages : en Pages : 359
Book Description
This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
Author: Andrea DeCapua
Author: Andrea DeCapua
Author: Andrea DeCapua
Author: Michelle Yzquierdo
Author: Andrea DeCapua
Author: Andrea DeCapua
Author: Andrea DeCapua
Author: Carol Salva
Author: Amy B. Gooden
Author: Andrea DeCapua
Author: Luis Javier Pentón Herrera