Publication Date: June 28, 2019
Series: Language and Literacy Series
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity.
Aída Walqui is director of the Teacher Professional Development Program at WestEd and the Quality Teaching for English Learners (QTEL) initiative. George C. Bunch is professor of education at University of California, Santa Cruz and winner of the American Educational Research Association (AERA) 2017 Second Language Research Special Interest Group Midcareer Award.
“This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Descriptions of math, literature, science, and history lessons illustrate how language and literacy can emerge and develop from classroom interactions in which learning is deliberately and contingently scaffolded. Lessons are described in detail and learning activities and outcomes are clearly presented. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.”
—Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education
“Reflecting its title, this book is an ‘amplification’ of what it means to provide the best learning opportunities for English language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.”
—Pauline Gibbons, University of New South Wales (UNSW), Sydney
"‘Amplify, don't simplify’ is an important approach for teachers who work with students new to learning English, yet it takes significant expertise in curriculum development as well as understandings of students' cultural and linguistic resources. Walqui and Bunch, along with their team of collaborators, go beyond telling to showing, as they demonstrate what amplification looks like in a range of classrooms and content areas. This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.”
—Tatyana Kleyn, The City College of New York