The Education of English Language Learners (Paperback)

Marilyn Shatz

ISBN 10: 1462503306 / ISBN 13: 9781462503308

Verlag: Guilford Publications, New York, 2011

Beschreibung

Paperback. This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech--language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Bestandsnummer des Verkäufers 9781462503308

Bibliografische Details

• Titel: The Education of English Language Learners (Paperback)
• Verlag: Guilford Publications, New York
• Erscheinungsjahr: 2011
• Sprache: Englisch
• ISBN-10: 1462503306
• ISBN-13: 9781462503308
• Einband: Paperback
• Zustand: new

Über diesen Titel

Inhaltsangabe

This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech–language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap.

Über die Autorinnen und Autoren

Marilyn Shatz, PhD, is Professor Emerita of Psychology and Linguistics at the University of Michigan and Adjunct Professor of Psychology at the University of North Carolina, Wilmington. She is a fellow of the American Psychological Society and has been a Guggenheim Fellow; a Senior Research Fulbright Scholar; and a recipient of a National Institute of Education fellowship. An expert in language and the development of communication skills, Dr. Shatz has used both naturalistic and experimental methods to carry out research on the interrelations among social, cognitive, and language development in young children. Her current research investigates how young children acquire abstract vocabulary. Dr. Shatz has published more than 70 chapters, articles, and books, and has served as an editor and editorial board member of numerous journals.

 

Louise C. Wilkinson, EdD, is Distinguished Professor of Education, Psychology, and Communication Sciences at Syracuse University, where she teaches courses on literacy learning for English language learners. An internationally recognized leader in education, she is best known for her extensive research on school-age children’s language and literacy learning and has published 150 articles, chapters, and volumes. Dr. Wilkinson has served on the editorial boards of major research journals. She is a fellow of the American Psychological Association, the Association for Psychological Science, the American Educational Research Association, and the American Association of Applied and Preventive Psychology. Dr. Wilkinson cochairs the Literacy Leadership for Urban Teacher Education Commission of the International Reading Association.

Marilyn Shatz, PhD, is Professor Emerita of Psychology and Linguistics at the University of Michigan and Adjunct Professor of Psychology at the University of North Carolina, Wilmington. She is a fellow of the American Psychological Society and has been a Guggenheim Fellow; a Senior Research Fulbright Scholar; and a recipient of a National Institute of Education fellowship. An expert in language and the development of communication skills, Dr. Shatz has used both naturalistic and experimental methods to carry out research on the interrelations among social, cognitive, and language development in young children. Her current research investigates how young children acquire abstract vocabulary. Dr. Shatz has published more than 70 chapters, articles, and books, and has served as an editor and editorial board member of numerous journals.

 

Louise C. Wilkinson, EdD, is Distinguished Professor of Education, Psychology, and Communication Sciences at Syracuse University, where she teaches courses on literacy learning for English language learners. An internationally recognized leader in education, she is best known for her extensive research on school-age children’s language and literacy learning and has published 150 articles, chapters, and volumes. Dr. Wilkinson has served on the editorial boards of major research journals. She is a fellow of the American Psychological Association, the Association for Psychological Science, the American Educational Research Association, and the American Association of Applied and Preventive Psychology. Dr. Wilkinson cochairs the Literacy Leadership for Urban Teacher Education Commission of the International Reading Association.