Foreword by: Ofelia García
Publication Date: November 8, 2019
Series: Language and Literacy Series
This practical resource will help K–6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students’ strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children’s literature, and tools to engage with students’ families and communities.
Amanda Claudia Wager is Canada Research Chair in Community Research in Art, Culture, and Education at Vancouver Island University. Lane W. Clarke is an associate professor of education at the University of New England. Grace Enriquez is an associate professor at Lesley University and co-author of The Classroom Bookshelf, a blog published weekly by the School Library Journal. Lane and Grace coauthored (with Stephanie Jones) The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction.
“Focused on the student, and not the teacher, the book provides important guidance for teachers in ways directed not by educational policies, models, or curriculum, but instead by emergent bilingual readers themselves. This is accomplished by always starting with a student vignette, where we see emergent bilingual students grappling with breaking the code, making meaning, using and analyzing text. This is possibly the greatest contribution of this book.”
—From the Foreword by Ofelia García, The Graduate Center, City University of New York
"Emergent bilinguals are the fastest growing population in our schools, and this important resource equips literacy educators with tools for providing equitable literacy experiences for emergent bilingual students. The authors have done an exceptional job of presenting their turn-around framework in a way that not only puts forth a vision for effective language and literacy development, but also presents a practical approach for applying the framework in today’s multilingual, multicultural classrooms.”
—Jana Echevarria, professor emerita, California State University, Long Beach