Academic Language in Diverse Classrooms Definitions and Contexts

ISBN-10: 1452234787
ISBN-13: 9781452234786
Edition: 2014
List price: $34.95 Buy it from $27.98
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Description: This companion (foundational) book to the six-book series, Academic Language Demands for Language Learners: From Text to Context, encapsulates the broad ideas of the series by presenting the evolving theory behind the construct of academic language,  More...

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Book details

List price: $34.95
Copyright year: 2014
Publisher: Corwin Press
Publication date: 4/22/2014
Binding: Paperback
Pages: 256
Size: 7.00" wide x 9.75" long x 0.75" tall
Weight: 1.386
Language: English

This companion (foundational) book to the six-book series, Academic Language Demands for Language Learners: From Text to Context, encapsulates the broad ideas of the series by presenting the evolving theory behind the construct of academic language, a definition and examples of each of its components, and a template for direct classroom applicability. Each of the six books in the series is a more detailed, comprehensive treatment of text-based academic language at each grade level and describes the process by which teachers can incorporate academic language into their instructional assessment practices. This foundations book is suitable for use with any (or all) of the six volumes or can be used separately.

Margo Gottlieb, Ph.D., Lead Developer for World-Class Instructional Design and Assessment (WIDA) at the Wisconsin Center for Education Research, University of Wisconsin, Madison, and Director, Assessment and Evaluation, for the Illinois Resource Center, crafts language standards, designs assessments, and creates instructional assessment systems for English language learners. She has presented and published extensively; her books include: Common Language Assessment for English Learners (2012), Paper to Practice: Using the TESOL's English Language Proficiency Standards in PreK-12 Classrooms (with A. Katz & G. Ernst-Slavit, 2009); Assessment and Accountability in Language Education Programs: A Guide for Administrators and Teachers (with D. Nguyen, 2007); and Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement (2006).

Gisela Ernst-Slavit, PhD, is a Professor in the College of Education at Washington State University Vancouver. She investigates language teacher education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. In addition to other publications, she is co-author of Access to Academics: Planning Instruction for K-12 Classrooms with ELLs (Pearson, 2010), From Paper to Practice: Using the TESOLrsquo;s English Language Proficiency Standards in PreK-12 Classrooms (TESOL, 2009), and TESOL PreK-12 English Language Proficiency Standards (TESOL, 2006). Dr. Ernst-Slavit, a native from Peru, has given numerous presentations in the United States and Canada as well as in Japan, Pakistan, Peru, Spain, Thailand, and The Netherlands.

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