Literature-Based Instruction with English Language Learners, K-12,9780321064011

Literature-Based Instruction with English Language Learners, K-12

by ; ;
Edition: 1st
ISBN13: 9780321064011
ISBN10: 0321064011
Format: Paperback
Pub. Date: 2001-11-20
Publisher(s): Pearson
List Price: $57.54

Rent Book

Select for Price
Add to Cart
There was a problem. Please try again later.

New Book

We're Sorry
Sold Out

Used Book

We're Sorry
Sold Out

eBook

We're Sorry
Not Available

Buy from our Marketplace starting at $1.87

How Marketplace Works:

  • This item is offered by an independent seller and not shipped from our warehouse
  • Item details like edition and cover design may differ from our description; see seller's comments before ordering.
  • Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
  • Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
  • Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.

Summary

This book takes a literature-based approach to how children learn language and how it is taught in today's diverse K-12 classrooms. The material is based on the belief that literature offers the most effective instructional approach for English language learners.The book offers meaningful reading, writing, speaking, and listening activities, as well as new understandings about the forms and functions of written language. This is the first book that offers instructors guidance in expanding the range of materials they use for teaching ESL by going beyond the standard texts to include books of all kinds - children's literature, trade books, magazines, and other media. "Voices from the Classroom: Scenarios from K-12 classrooms with English language learners" are provided throughout the chapters, offering practical stories from teachers' points of view.K-12 Educators with diverse student populations.

Author Biography

Nancy L. Hadaway is associate professor, School of Education, University of Texas at Arlington.

Table of Contents

Preface vii
SECTION ONE Beginning the Journey 1(76)
Our Changing Classrooms
3(17)
Who Are English Language Learners?
4(1)
What Types of Programs Are Designed to Help English Language Learners in American Schools?
5(2)
What Backgrounds Do English Language Learners Bring to the Classroom?
7(5)
How Can Teachers Become More Aware of English Language Learners?
12(4)
Checking It Out: Assessment and English Language Learners
16(3)
Summary
19(1)
Language Acquisition and Literature-Based Instruction
20(30)
What Is Language?
21(2)
What Does It Mean to Be Competent in a Language?
23(2)
How Do Individuals Acquire a Language?
25(7)
What Strategies Are Most Effective in Helping Students Acquire Another Language?
32(9)
How Do the Principles of Language Acquisition Support a Literature Based Instructional Approach?
41(2)
How Do Teachers Match Books to Their English Language Learners?
43(2)
Checking It Out: Assessing Language Acquisition
45(2)
Summary
47(3)
Organizing for Literature-Based Instruction with English Language Learners
50(27)
How Do Teachers Create a Literate Environment for English Language Learners?
51(3)
How Do Teachers Select Appropriate Materials for Literacy Instruction?
54(3)
What Approaches Are Most Effective in Helping English Language Learners Start Reading?
57(6)
Why Use Literature with English Language Learners?
63(1)
What Books Can We Use for Literacy Instruction with English Language Learners?
63(11)
Checking It Out: A Self-Assessment of Reading Teaching
74(1)
Summary
75(2)
SECTION TWO Growing in Language Ability 77(86)
Developing Oral Language Through Literature
79(23)
What Is the Importance of Oral Language to Overall Literacy Development?
79(2)
How Do Teachers Create a Productive Oral Language Development Environment for English Language Learners?
81(1)
What Are the Stages of Oral Language Development for English Language Learners?
82(5)
How Can Teachers Assist English Language Learners' Listening and Speaking Development?
87(8)
How Can Teachers Provide Diverse Models of Language for Students?
95(3)
Checking It Out: Assessing Oral Language Development
98(2)
Summary
100(2)
Reading Development through Literature
102(34)
What Is the Importance of Reading to Academic Success?
102(1)
How Do Teachers Create a Productive Reading Environment for English Language Learners?
103(2)
What Are the Stages of Reading Development for English Language Learners?
105(6)
What Instructional Strategies Assist English Language Learners throughout the Reading Process?
111(20)
Checking It Out: Assessing Reading and Vocabulary Development
131(3)
Summary
134(2)
Writing with Literature as a Model
136(27)
What Is the Importance of Writing to Academic Success?
137(1)
How Do Teachers Create a Productive Writing Environment for English Language Learners?
137(3)
What Are the Stages of Writing Development for English Language Learners?
140(6)
What Instructional Strategies Assist English Language Learners' Writing Development?
146(11)
Checking It Out: Assessing Writing
157(4)
Summary
161(2)
SECTION THREE Responding to Culture and Language 163(50)
Literacy Learning through Multicultural Literature
165(16)
Why Use Multicultural Literature in the Classroom?
165(2)
What Is Multicultural Literature?
167(1)
How Do We Judge Cultural Authenticity in Literature?
168(2)
How Are the Cultures of America Represented in Literature for Young People?
170(7)
How Do We Incorporate Multicultural Literature into Our Teaching of English Language Learners?
177(1)
Checking It Out: Assessing Language Development through Multicultural Literature
178(2)
Summary
180(1)
Literacy Learning through Folklore
181(15)
What Is Folklore and How Does It Reflect Culture?
181(1)
What Are the Benefits of Using Folklore in the Classroom?
182(1)
What Does the Study of Folklore Include?
183(3)
How Can Teachers Use Folklore with English Language Learners?
186(6)
Checking It Out: Assessment Options for Folklore
192(2)
Summary
194(2)
Literacy Learning through Poetry
196(17)
Why Use Poetry with English Language Learners?
196(3)
How Do Teachers Create an Appropriate Environment for Poetry?
199(3)
What Are Some Strategies for Sharing Poetry?
202(6)
How Can Teachers Follow Up after Poetry Has Been Shared?
208(1)
Checking It Out: Assessment Issues with Poetry
209(2)
Summary
211(2)
SECTION FOUR Exploring Content 213(56)
Literacy Learning through Nonfiction Literature
215(16)
Why Use Nonfiction Literature with English Language Learners?
215(2)
What Types of Nonfiction Literature Link Language and Content Development?
217(6)
Where Do Biographies Fit?
223(3)
What Makes Nonfiction Literature Unique and Ideal for Content Study?
226(2)
Checking It Out: Assessment Issues in the Content Areas
228(2)
Summary
230(1)
Strategic Use of Nonfiction Literature with English Language Learners
231(21)
How Do Teachers Link Nonfiction Literature with the Content Areas?
231(2)
How Do Teachers Introduce Students to Nonfiction Literature?
233(6)
What Strategies Engage English Language Learners with Nonfiction Literature and the Expository Writing in Textbooks?
239(9)
Checking It Out: Assessment Issues and Content Learning
248(2)
Summary
250(2)
Interdisciplinary Literacy Learning through Literature-Based Instruction
252(17)
How Do Teachers Plan for Literature-Based Instruction?
252(2)
How Do Teachers Introduce the Unit to English Language Learners?
254(1)
What Steps Do Teachers Use in Implementing a Literature-Based Unit?
255(10)
What Can We Learn from Our Instructional Efforts with Literature-Based Instruction?
265(1)
Checking It Out: Assessing the Weather Unit
266(1)
Summary
267(2)
Professional References 269(10)
Children's and Young Adult Literature References 279(10)
Index 289

An electronic version of this book is available through VitalSource.

This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.

By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.

Digital License

You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.

More details can be found here.

A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.

Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.

Please view the compatibility matrix prior to purchase.