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.

Lorrie Stoops Verplaetse and Naomi MigliacciMaria Estela Brisk and Deborah A. Horan and Elizabeth MacDonaldJerri Willett and Ruth Harman and Andrea Hogan and Maria Eugenia Lozano and Joanne RubeckJane YedlinRobert C. ParkerAida WalquiLorrie Stoops Verplaetse and Naomi MigliacciLorrie Stoops VerplaetseLinda HarklauAnthony J. ColonNaomi MigliacciDeborah WeiMaria Coady and Edmund T. Hamann and Margaret Harrington and Maria Pacheco and Samboen Pho and Jane YedlinTomas Z. MirandaGeorge P. de GeorgeEdmund T. HamannNaomi Migliacci and Lorrie Stoops Verplaetse

Preface	p. ix
Acknowledgments	p. xiii
I In the Elementary Classroom
Chapter 1 Inclusive Pedagogy: An Introduction	p. 3
Chapter 2 A Scaffolded Approach to Learning to Write	p. 15
Chapter 3 Transforming Standard Practices to Serve the Social and Academic Learning of English Language Learners	p. 33
Chapter 4 Pedagogical Thinking and Teacher Talk in a First-Grade ELL Classroom	p. 55
Chapter 5 Integrating Test Tasks into Everyday Classroom Activities: A Coach's Report on Collaborative Action Research Teams	p. 79
II In the Secondary Classroom
Chapter 6 The Development of Teacher Expertise to Work with Adolescent English Learners: A Model and a Few Priorities	p. 103
Chapter 7 Making Mainstream Content Comprehensible Through Sheltered Instruction	p. 127
Chapter 8 Developing Academic Language Through an Abundance of Interaction	p. 167
Chapter 9 Through and Beyond High School: Academic Challenges and Opportunities for College-Bound Immigrant Youth	p. 181
III School and Community Collaboration
Chapter 10 Community-Based Organizations: Partnerships for Student Success	p. 197
Chapter 11 High School and University Partnerships: The Strengths and Challenges for ELLs	p. 211
Chapter 12 Activist Organization and Parental Engagement in Philadelphia's Chinatown	p. 225
IV School and District Reform
Chapter 13 Successful Schooling for ELLs: Principles for Building Responsive Learning Environments	p. 245
Chapter 14 Bilingual Education for All Students: Still Standing After All These Years	p. 257
Chapter 15 Is It Language, or Is It Special Needs? Appropriately Diagnosing English Language Learners Having Achievement Difficulties	p. 277
Chapter 16 Meeting the Needs of ELLs: Acknowledging the Schism Between ESL/Bilingual and Mainstream Teachers and Illustrating That Problem's Remedy	p. 305
Chapter 17 Inclusive Pedagogy in a Mandate-Driven Climate	p. 317
About the Authors	p. 343
Index	p. 347

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