Schoolwide Approaches to Educating ELLs Creating Linguistically and Culturally Responsive K-12 Schools

ISBN-10: 0325029229

ISBN-13: 9780325029221

Edition: 2011

Authors: Sonia W. Soltero

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"Powerful examples from real schools, students, and their families provide a background for the research-based and theoretically sound suggestions Soltero provides to help teachers and administrators implement best practices with their second language students." - David and Yvonne Freeman, authors of Between Worlds, Third Edition The make-up of students in K-12 classrooms across the U.S. have become increasingly diverse and a multi-prong and multi-level approach is needed to address the education challenges faced by today's ELLs, their teachers, and the school leaders who guide them. Sonia Solterocan help with: real-life examplesof students, parents, teachers, school leaders, and community organizers that illustrate schoolwide challenges and successes identification of 9 common mythssurrounding second language acquisition and best practices for overcoming them schoolwide curricular planning and program design for a holistic and integrative approach including needs assessment and implementation effective classroom instruction and learning practices that best help ELLs' develop strong foundations in language, literacy, and content learning PLC suggestions for teachers and school leaders. A shared schoolwide responsibility for educating ELLs directly contributes to their academic success or failure. Take the necessary steps to better serve ELLs in your school with Schoolwide Approaches to Educating ELLs.
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Book details

List price: $33.75
Copyright year: 2011
Publisher: Heinemann
Publication date: 8/8/2011
Binding: Paperback
Pages: 248
Size: 7.40" wide x 9.20" long x 0.50" tall
Weight: 1.166
Language: English

Dr. Sonia W. Soltero is Associate Professor and Director of the Bilingual-Bicultural Education Graduate Program at DePaul University. She has been involved with dual and bilingual education for over twenty years as a dual language teacher, professional developer, and researcher with school districts across the US as well as bilingual universities.

Introduction: Challenges and Opportunities
A Call to Action
Demographic Patterns and Diversity
About this Book
Critical Issues in Second Language Acquisition
Factors that Affect Second Language Acquisition
Internal Factors That Affect Language Acquisition
External Factors That Affect Language Acquisition
Theories of Second Language Acquisition
How Long Does it take to Acquire a Second Language?
Second Language Myths
The Myth That Ells Don't Need Specialized Support
The Grandfather Myth
The Myth That Immigrants Refuse to Learn English
The Home-Learning Myth
The Myth That Young Children Learn Languages More Easily
The Myth That More English is Better
The Myth That Speaking Equals Proficiency
The Myth That Learning Two Languages Causes Confusion
The Myth That Errors Should Be Corrected Immediately
Overcoming the Myths
Suggestions for Further Reading
School Structures: Schoolwide Response for ELL Education
School Climate and Schoolwide Practices
School Vision and Mission
What Are Vision and Mission Statements?
Considerations for Building a Culturally Responsive Climate
Safe and Inclusive School Environments
Drawing On and Celebrating Students' Language and Culture
Becoming Culturally and Linguistically Responsive
Professional Development and Support Services
Additive Language Opportunities
Suggestions for Further Reading
Programmatic and Curricular Design
Language Program Models
Additive and Subtractive Models
Programs with Native Language Instruction
Programs with English-Only Instruction
Selecting the Appropriate Model
Schoolwide Needs Assessment
Criteria for ELL Program Selection
Implementation Plan
Preschool Programs and ELLs
Early Childhood Education and Poverty
Benefits of Early Bilingualism
Access to Linguistically and Culturally Responsive Preschool
Program Coordination, Cohesion, and Alignment
Program Cohesion and Compatibility
Vertical, Horizontal, and Cross-Program Articulation
Assessment and Evaluation
Student Assessment: Standardized Tests
Student Assessment: Authentic and Performance-Based
Program Evaluation
Suggestions for Further Reading
Principles of Effective Teaching and Learning for ELLs
Connecting High Expectations and Academic Success
The Language-Literacy Connection
Oral Language Development and Vocabulary Building
Teaching for Transfer
Literature-Based Instruction
Authentic Literature
Literature-Based Strategies
Culturally Relevant Curriculum
Suggestions for Further Reading
Leadership, Advocacy, and Engagement
Effective and Visionary Leadership
Education Leadership Frameworks
Developing a Knowledge Base
Leadership Practices
Advocacy for the Education of ELLs
State- and National-Level ADvocacy
Classroom, School, and District Advocacy
Parent, Family, and Community Participation
Models for Meaningful ELL Family Participation
Community Outreach
Suggestions for Further Reading
Conclusion: Challenges and Opportunities to Achieve a Promising Future for ELLs
Joint Statement on the Teacher English Fluency Initiative in Arizona
Statement of Ncte against Arizona Department of Education Ruling on Teacher Speech
Organizations and Centers: Advocacy and Information
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