Description:
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.
Book Features:
- A unique model for teaching English Learners and ALL students that highlights the centrality of interactions in the development of student academic autonomy.
- Discipline-specific examples to guide teachers in creating learning tasks, lessons, and units of study.
- A discussion of how teachers might begin designing such learning opportunities, along with suggestions for how school leaders and teacher preparation can support them.
- Grounded in sociocultural and ecological theories of language, language learning, and the development of disciplinary practices.
Review Quotes:
"...offers a new approach to designing quality instruction that integrates theoretically-grounded best practices for ELs supported by current research. The detailed illustrations of the implementation of this approach by classroom teachers across content areas exemplify its practicality and effectiveness. With a wealth of useful resources and teacher-friendly language, this text will appeal to educators and a wide range of educational stakeholders who are looking for insights into how to more effectively engage their ELs while supporting their disciplinary and language development."
-- "Teachers College Record"