Transforming Literacy Education for Long-Term English Learners Recognizing Brilliance in the Undervalued NCTE-Routledge Research Series
Auteur : Brooks Maneka Deanna
Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students? strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population.
By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs.
Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs.
Chapter 1. More than Long-term English Learners: Reframing the Education of an Under-served Population. Chapter 2: Bilingualism and Students who are Labeled LTELs. Chapter 3: Local Texts: The Textual Environment of Biology and English Language Arts. Chapter 4: Strong and Loud Readers: Academic Reading in the Classroom. Chapter 5: Constructing Meaning Independently: An In-Depth Analysis of Reading from an Individual Perspective. Chapter 6: Recognizing Brilliance in the Undervalued: Transforming Literacy Education for English-speaking Bilingual Adolescents.
Maneka Deanna Brooks is an Assistant Professor of Reading Education at Texas State University, USA.
Date de parution : 12-2019
15.2x22.9 cm
Date de parution : 12-2019
15.2x22.9 cm
Thèmes de Transforming Literacy Education for Long-Term English... :
Mots-clés :
Long Term English Language Learner; Maneka Brooks; English Language Arts Test Scores; Limited English proficiency; Long Term English Learners; bilingualism; Independent Reading Practices; ESL students; English Language Proficiency Assessments; long-term English learners; Spinal Cord; English Language Learners; English Language Arts; ELLs; High School English Language Arts; LTELs; Long Term Substitute Teacher; No Child Left Behind; Home Language Survey; English language assessment; Oral English Language Proficiency; English-speaking bilinguals; English Language Arts Classroom; marginalized students; Oral Reading Fluency; Latina students; English Language Arts Class; minority language students; Raciolinguistic Ideologies; Hurler’s Syndrome; Classroom Reading Practices; Distant Authors; Rand Reading Study Group; Eliza’s Mother; English Proficiency Level
