Engaging english learners : exploring literature, developing literacy and differentiating instruction

Written with a captivating voice, Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction, 1/e presents teachers with a charming recital of the conversations and advice that are sure to engage every learner in an active role to glean meaning from text. Together, the authors highlight the use of reader-response theory in classrooms and uncover how it can affect literacy learning and second language acquisition. This book is a testament to their philosophical approach, illustrating how student-centered instruction using literature, can differentiate instruction for English learners, engaging them in purposeful reading and writing.

Author Notes

Carole Cox is a Professor at California State University, Long Beach, where she teaches language arts and literacy classes. She also taught elementary school in Los Angeles and in Madison, Wisconson. In 2001 she was named the Outstanding Professor at California State University, Long Beach
Paul Boyd-Batstone is an Associate Professor in the Department of Teacher Education at California State University, Long Beach. He also worked in public schools for more than 15 years. He serves as Chair of the International Reading Association's Commission on Second Language Literacy and Learning

Prologue	p. XIII
The Authors Meet	p. xiii
What the Book Is Really About	p. xiv
Meet the Authors	p. XVI
Chapter 1 Teaching with Literature in a Classroom of English Learners	p. 1
A First Visit to Senor B.-B.'s Third-Grade Class of English Learners	p. 1
A Thought from Carole	p. 1
The Classroom Day	p. 2
Teaching with Literature	p. 4
A Thought from Carole	p. 7
A First Conversation Between Carole and Paul	p. 8
A Change in Thinking About Teaching with Literature	p. 9
A New Literature Plan	p. 10
More Conversation Between Carole and Paul	p. 13
What Happened with the Problem Javier Was Having with the Story?	p. 14
A Thought from Paul	p. 15
Exploring Ideas	p. 16
Children's Books	p. 17
References	p. 17
Chapter 2 Reader Response and Learning English as a Second Language	p. 19
Reader-Response Theory	p. 19
The Reader and the Text	p. 19
The Transactional Theory	p. 20
Theories of Learning English as a Second Language	p. 23
Grammar	p. 24
Communication	p. 25
Mapping the Crossroads of Reader Response and Learning English as a Second Language	p. 31
Transmission and Social Construction of Knowledge	p. 31
In the Classroom	p. 35
Exploring Ideas	p. 38
References	p. 39
Chapter 3 Bridging Theory and Research into Practice	p. 45
The Reader and the Text when Teaching with Literature	p. 45
The Text	p. 46
The Reader-Plus-Text	p. 49
Comparison of Two Classrooms	p. 55
Engaging English Learners	p. 56
Exploring Literature: The Ripple Effect	p. 56
A Thought from Paul	p. 63
Developing Literacy	p. 67
Differentiating Instruction	p. 69
A Thought from Paul	p. 71
Exploring Ideas	p. 72
Children's Books	p. 72
References	p. 73
Chapter 4 Components of Student-Centered Instruction	p. 75
Knowing the English Learner for Differentiated Instruction	p. 75
Jackie's Experience as an Intermediate English Learner	p. 77
Literature Circles with English Learners	p. 80
Scheduling	p. 80
Management	p. 82
Materials for Literature Circles	p. 88
Conferencing with Small Groups	p. 92
The Literature Circle Plan	p. 103
Product-Driven Differentiation and Assessment	p. 113
A Thought from Carole	p. 120
Exploring Ideas	p. 121
References	p. 122
Chapter 5 Engaging English Learners with Literature Circles in the Classroom	p. 123
A Morning in Paul's Classroom	p. 125
Whole-Group Instruction	p. 126
Individual and Small-Group Instruction	p. 128
A Journey of Discovery, Expression, and Literacy	p. 133
An In-Depth Discussion of a Story	p. 134
Personal Expression in Response to a Story	p. 137
Retracing Jackie's Path to Interpretation	p. 140
Jackie as Author, Artist, and Explorer	p. 142
A Thought from Carole	p. 143
Exploring Ideas	p. 144
Children's Books	p. 145
References	p. 145
Compendium of Case Studies	p. 147
Case Study of Juan: The Beginning English Learner
Meet Juan	p. 149
Background and Home Influences	p. 150
Language Development: English as a Second Language	p. 151
Juan as a Student	p. 152
Juan's Response Style: Makes Personal Connections	p. 155
Exploring Ideas	p. 161
Case Study of Anne: The Native English Speaker
Meet Anne	p. 163
Background and Home Influences	p. 164
Language Development: Native English Speaker	p. 165
Anne as a Student	p. 165
Anne's Response Style: Challenges the Text	p. 169
Exploring Ideas	p. 172
Case Study of Eduardo: The Intermediate/Advanced English Learner
Meet Eduardo	p. 173
Background and Home Influences	p. 174
Language Development: Fluent in English and Spanish	p. 175
Eduardo as a Student	p. 175
Eduardo's Response Style: Tells His Own Stories	p. 179
Exploring Ideas	p. 184
Children's Books	p. 184
Subject Index	p. 187
Name Index	p. 195

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Author Notes

Table of Contents