Academic Literacy for English Learners

Looking for innovative new strategies to support English learners? The authors of this practical guide delve into the social, cultural, and linguistic backgrounds of America’s schoolchildren to discover how today’s teachers can tap into their students’ strengths and background knowledge. Each chapter provides examples from real classrooms where first- through fifth-grade teachers are working to serve students from a wide variety of backgrounds. This powerful guide shows how to integrate best practices across the content areas of science, mathematics, and social studies, while fostering high levels of academic proficiency.

Book Features:

• The newest research on best practices for supporting English Learners in elementary school classrooms.
• Authors with disciplinary expertise in literacy instruction, English-as-a-Second Language, mathematics, social studies, and science.
• Adaptable lesson models based on real classroom experiences.
• Instructions to help teachers design their own integrated classroom instruction.
• A user-friendly text that includes tips for teachers and a list of children’s literature.

Cynthia Brock is Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno. Diane Lapp is Distinguished Professor of Education in the Department of Teacher Education at San Diego State University.

Rachel Salas is Lecturer and Co-coordinator of the Urban Teacher Education Center at California State University, Sacramento. Dianna Townsend is Assistant Professor of Literacy Studies in the Department of Educational Specialties at the University of Nevada, Reno.

“This cutting-edge, superbly written, classroom-based book is perfect for pre- and inservice teachers. Definitely a winner!”
—Patricia A. Edwards, President, International Reading Association (2010–2011)

“This excellent book serves as a guide for teaching academic literacy for critical thinking not only for English learners, but for all learners.”
—Taffy E. Raphael, University of Illinois at Chicago

“If we are to develop academic literacy—the literacy of higher education and the workplace—we must attend to students’ oral language development….This book charts a new course in teaching and learning, providing maps along the way.”
—From the Foreword by Douglas Fisher, San Diego State University, author of Teaching English Language Learners: A Differentiated Approach