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Culture, Language, and Curricular Choices

What Teachers Want to Know about Planning Instruction for English Lear
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This book joins experts in the field in a conversation focused on raising the level of instruction in schools in ways that validate all learners' realities. This book is for educators who wish to advocate for students' right to literacy. Chapter authors believe that educators must honor all learners' languages, seek to understand every student's funds of knowledge, and acknowledge English learners' cultural capital. They examine literacy as cultural and social phenomena. They link theory to teachers' practice in an easy to understand tone. This book is written for teachers and school administrators who know that the schoolhouse must attend to the educational needs of a student demographic that is plurilingual and pluricultural. It is for educational leaders who want to encourage EL expertise and leadership at all levels.
Foreword-Joan Wink Preface Acknowledgements Introduction Part 1 The Future of the Schoolhouse Chapter 1: Examining Components of School Districts with High Expectations for ELs' Academic Success Ester de Jong, Tuba Yilmaz Chapter 2: Planning Instruction for ELs: Culture, Language and the Curriculum Mayra C. Daniel Chapter 3: Developing Bilingualism and Biliteracy in Content Instruction using a Linguistic Integrative Perspective Aida A. Nevarez-La Torre Part 2: Considerations for Examining Language Development Chapter 4:Language is a Resource: Revaluing Readers' Transliteracies Through Miscue Analysis and Retrospective Miscue Analysis (RMA) Yetta Goodman, Kelly Allen Chapter 5: Language Development in Early Readers and Writers Carol Owles Chapter 6: Exploring English Learners' Languages and Cultures Through Visual Literacy Mayra C. Daniel Part 3: Authentic Data Driven Evaluation Chapter 7: Considerations for Instruction and Assessment of ELs with Special Educational Needs Barbara E. Marler
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