Recent educational reform initiatives such as the Common Core State Standards (CCSS) largely fail to address the needs--or tap into the unique resources--of students who are developing literacy skills in both English and a home language. This book discusses ways to meet the challenges that current standards pose for teaching emergent bilingual students in grades K-8. Leading experts describe effective, standards-aligned instructional approaches and programs expressly developed to promote bilingual learners' academic vocabulary, comprehension, speaking, writing, and content learning. Innovative policy recommendations and professional development approaches are also presented.
Industry Reviews
"An important, much-needed contribution to the field. The book covers an impressive breadth of topics and draws from various strands of research. It will be useful to scholars, to faculty engaged in the preparation of future teachers, and to practitioners. I recommend it highly for preservice teacher education programs."--Guadalupe Valdés, PhD, Bonnie Katz Tenenbaum Professor of Education, Stanford University
"This book is a response to the silence of the CCSS on emergent bilingual students. It is a loud statement of how policy, pedagogy, and professional learning cannot be 'common,' but must clearly differentiate among students. Readers are guided to adapt their pedagogical and assessment practices in order to provide emergent bilinguals with a truly equal educational opportunity."--Ofelia García, PhD, Urban Education PhD Program, The Graduate Center, City University of New York
"A 'must read' for those working with English language learners. This book offers key components to aid those supporting emergent bilingual students through a study of best practices from all over the United States."--Alexandra Montes McNeil, EdD, Principal Leader, Office of the Superintendent, Boston Public Schools
"As policy and standards continue to move forward, it is crucial to address the needs of emergent bilingual students. The editors have provided a clear and progressive view of many avenues for addressing these students' strengths and needs in the classroom. Accessible to future and current practitioners alike, this book should be required reading in all literacy education programs."--Julie L. Pennington, PhD, College of Education, University of Nevada, Reno
