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Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers By Patricia A. Richard-AmatoMarguerite Ann Snow ( Pearson ESL )
Release Date: 2004-07-18
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Product Description
Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers, edited by Patricia Richard-Amato and Marguerite Ann Snow, is dedicated to helping teachers meet the sociocultural, cognitive, and academic language needs of today's English Language Learners (ELLs). Designed for mainstream teachers, this anthology demonstrates how students can leverage their backgorund knowledge and skills to function successfully in content-area classes. Balancing conceptual foundations with practical strategies, the book's four-part format includes chapters written by some of the field's most respected researchers and teachers. It offers a solid reeprtoire of techniques for creating a positibve instructional environment. *Part I: Theoretical Considerations -- Pesents a variety of ideas to stimulate thinking and help teachers develop their own theories of practice. *Part II: Sociocultural Issues and Implications -- Focus on sociocultural concerns and their implications in the classroom. *Part III: The Classroom: Instruction and Assessment Practices -- Presents a wide range of pedagogical and classroom management strategies.* Part IV: Readings In Specific Content Area -- Relates many of the preceding strategies and issues to specific content areas across grade levels, including math, literature, social studies, science, physical education, music, and art.
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 Vague and mostly useless ( travish972 )
There are some interesting and potentially useful ideas in this book, but unfortunately it suffers from trying to do too much. Each chapter is written by different authors, all with widely varying ideas about ELL approaches. Unfortunately, because of the nature of the book, none of the chapters goes into enough detail to provide any real meat for the classroom teacher to use. I've taught English in Japan for three years, and many of the things in the book I came to do intuitively. Lots of theory here, but little substance.
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 A decent anthology of recent scholarship ( johnm44 )
As a means to access critical references in the field of designing instruction with English Language Learners in mind (in other words, its nice to have all these bibliographies in one place) this is exceeding valuable. Also serves as a good overview of the literature. As a course book it suffers from its "collection of work" nature for those who might be looking for a more coherent plan of attack, but again this is a developing field and there is a lot to chose from in terms of how to design instruction, so I guess 'its all good'. Includes both very recent (2005) and some classic research.
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