| Description |
1 online resource (xiii, 111 pages) : illustrations |
| Series |
NCTE-Routledge research series |
|
NCTE-Routledge research series.
|
| Contents |
More than long-term English learners: reframing the education of an under-served population -- Bilingualism and students who are labeled LTELs -- Local texts: the textual environment of biology and English language arts -- Strong and loud readers: academic reading in the classroom -- Constructing meaning independently: an in-depth analysis of reading from an individual perspective -- Recognizing brilliance in the undervalued: transforming literacy education for long-term English learners |
| Summary |
Grounded in research on bilingualism and adolescent literacy, this volume provides a much-needed insight into the day-to-day needs of students who are identified as long-term English language learners (LTELs). LTELs are adolescents who are primarily or solely educated in the U.S. and yet remain identified as "learning English" in secondary school. Challenging the deficit perspective that is often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students' strengths to argue thateffective literacy education requires looking beyond policy classifications that are often used to guide educational decisions for this population. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. Offering a pathway for transforming literacy education for students identified as LTELs, chapters discuss reframing the education of LTELs, academic reading in the classroom, and the bilingualism of students who are labeled LTELs. Transforming Literacy Education for Long-Term English Learners is a much-needed resource for scholars, professors, researchers, and graduate students in language and literacy education, English education, and teacher education, and for those who are looking to create an inclusive and successful classroom environment for LTELs publisher's description |
| Bibliography |
Includes bibliographical references (pages ([95]-108) and index |
| Notes |
Maneka Deanna Brooks is an Assistant Professor of Reading Education at Texas State University, USA |
|
online resource; title from PDF title page (Taylor & Francis, viewed November 18, 2020) |
| Subject |
English language -- Study and teaching (Secondary) -- Foreign speakers
|
|
Educational equalization.
|
|
Bilingualism in children.
|
|
Literacy.
|
|
LANGUAGE ARTS & DISCIPLINES -- Literacy.
|
|
EDUCATION -- Multicultural Education.
|
|
EDUCATION -- Bilingual Education.
|
|
Educational equalization
|
|
Bilingualism in children
|
|
English language -- Study and teaching (Secondary) -- Foreign speakers
|
|
Literacy
|
| Form |
Electronic book
|
| ISBN |
1351365142 |
|
9781315151236 |
|
1315151235 |
|
9781351365154 |
|
1351365150 |
|
9781351365130 |
|
1351365134 |
|
9781351365147 |
|
