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10 keys to keeping English learners from falling through the cracks
Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook’s 10 components for success will help educators at all levels close this achievement gap. Included are step-by-step instructions for integrating language, literacy, and subject matter to improve student learning. Key features include:
- A clearly articulated, evidence-based professional development program for effectively teaching English language learners
- Research-based coaching practices for improving instruction
- Ways to implement the program while concurrently meeting core standards and content objectives
- Sales Rank: #832869 in Books
- Brand: Corwin
- Published on: 2010-10-22
- Original language: English
- Number of items: 1
- Dimensions: 9.93" h x .44" w x 7.16" l, .82 pounds
- Binding: Paperback
- 176 pages
- A clearly articulated, evidence-based professional development program for teaching diverse English
- Coverage of a variety of program types
- Research-based tools for improving instruction and measuring learning progressions
- Methods for implementing an EL program while meeting core standards and content objectivesInside are
- Title - Preventing Long-term Els
Review
"This book offers invaluable resources for teachers and administrators taking a proactive approach in transforming the academic success of long-term English learners." (Yee Wan, Multilingual Programs Coordinator 2010-07-02)
"This book encapsulates a serious call to action: challenging leaders and educators through bold, yet eminently practical pathways toward high-quality, evidence-based systematic instruction." (Virginia R. Champion, Senior Education Specialist 2010-07-02)
"From classroom to boardroom and teacher to superintendent, this book provides the framework to ensure the academic success of ELs and the renewal of the educational organization itself in its mission to meet the academic needs of all students." (Pedro Mendia-Landa, English Language Learner Programs, Director 2010-07-12)
About the Author
Margarita Calderón, PhD is professor emerita senior research scientist at Johns Hopkins University School of Education. Since 2004, she has been conducting research studies funded by the Carnegie Corporation of New York. She has conducted longitudinal studies on English learners’ language and literacy development in elementary, middle, and high schools, and is now focusing on professional development designs for adopting evidence-based instruction.
The author of more than one hundred articles, chapters, books, and teacher training manuals, Dr. Calderón’s most recent professional book is Teaching Reading to English Language Learners, Grades 6–12. She also developed RIGOR (Reading Instructional Goals for Older Readers), a series of intervention resources for older students reading at preliterate–Grade 3 levels. RIGOR is being used in New York City, Boston, Houston, Louisville, Salt Lake City, and other major cities.
Dr. Calderón has worked as an ESL high school teacher, a professional development coordinator for San Diego State University, and a bilingual director for the University of California at Santa Barbara. She presents frequently at conferences of major education organizations, including the International Reading Association, Teachers of English as a Second Language, and National Association of Bilingual Educators.
Born in Juárez, Mexico, Dr. Calderón was educated in Mexico and the United States, receiving her BA in English and MA in linguistics from the University of Texas at El Paso, followed by a PhD from Claremont Graduate School in Pomona, California.
Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers’ learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master’s degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe’s 80+ publications include journal articles, books, chapters, teacher’s manuals, and guidebooks.
Most helpful customer reviews
3 of 4 people found the following review helpful.
USELESS DRIVEL AND A WASTE OF $
By Livenlearn
This was a terrible waste of time and money. It had NOTHING new, nothing specific, and worst of all, nothing useful. The recommendations were broad and general. Brilliant statements like the following abound:
"Secondary grade students are expected to learn new words, new facts, and new ideas from reading, as well as to interpret..... The literacy practices require a high degree of sophistication, making adolescents vulnerable to under-performance and failure." REALLY??
Her Recommendations: Find out the conditions that led to your long term ELs Identify the teachers who have been adequately trained. Go back and find all the ELs who have been reclassified. How are they doing?"
See what I mean? USELESS DRIVEL,
I cannot believe this book got past the editors. Shame on Dr. Calderon for writing something with Common Core in the title just to make some money.
1 of 2 people found the following review helpful.
Great LTEL Merhods Book!
By Lynn Harper
Drs. Calderon & Minaya-Rowe are very clear: here's what you know about literacy, and over here is what's true about LTELS. This is the methods book I needed when I started teaching with classes full of 3rd generation students. Thank you for affirming what I and other teachers thought all along - these students need something special.
0 of 1 people found the following review helpful.
Interesting and knowledgeable
By Ana Torres
I purchased this book for a class and we didn't finish the entire book since another book was used as well. Personally, I thought it was informational and a great resource book to have when working with any student especially English Learners. I plan to keep it.
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