Inclusive Pedagogy for English Language Learners
A Handbook of Research-Informed Practices
In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations.
A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes:
• In the Elementary Classroom
• In the Middle and Secondary Classroom
• School and Community Collaboration
• School and District Reform.
Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
Table of Contents
Contents: Preface. L.S. Verplaetse, N. Migliacci, Inclusive Pedagogy: An Introduction. Part I: In the Elementary Classroom. Editors’ Introduction. M.E. Brisk, D.A. Horan, E. MacDonald, A Scaffolded Approach to Learning to Write. J. Willett, R. Harman, A. Hogan, M.E. Lozano, J. Rubeck, Transforming Standard Practices to Serve the Social and Academic Learning of English Language Learners. J. Yedlin, Pedagogical Thinking and Teacher Talk in a First Grade ELL Classroom. R.C. Parker, Integrating Test Tasks Into Everyday Classroom Activities: A Coach’s Report on Collaborative Action Research Teams. Part II: In the Secondary Classroom. Editors’ Introduction. A. Walqui, The Development of Teacher Expertise to Work With Adolescent English Learners: A Model and a Few Priorities. L.S. Verplaetse, N. Migliacci, Making Mainstream Content Comprehensible Through Sheltered Instruction. L.S. Verplaetse, Developing Academic Language Through an Abundance of Interaction. L. Harklau, Through and Beyond High School: Academic Challenges and Opportunities for College-Bound Immigrant Youth. Part III: School and Community Organization. Editors’ Introduction. A. Colón, Community Based Organizations: Partnerships for Student Success. N. Migliacci, High School and University Partnerships: The Strengths and Challenges for ELLs. D. Wei, Activist Organization and Parental Engagement in Philadelphia’s Chinatown. Part IV: District and School Reform. Editors’ Introduction. M. Coady, E.T. Hamann, M. Harrington, M. Pacheco, S. Pho, J. Yedlin, Successful Schooling for ELLs: Principles for Building Responsive Learning Environments. T.Z. Miranda, Bilingual Education for All Students: Still Standing After All These Years! G.P. De George, Is It Language or Is It Special Needs? Appropriately Diagnosing English Language Learners Having Achievement Difficulties. E.T. Hamann, Meeting the Needs of ELLs: Acknowledging the Schism Between ESL/Bilingual and “Mainstream” Teachers and Illustrating That Problem's Remedy. N. Migliacci, L.S. Verplaetse, Inclusive Pedagogy in a Mandate-Driven Climate.