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Language and Literacy
Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners
This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies--rather than simplifies--expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity.
Book Features:
A unique model for teaching English Learners and ALL students that highlights the centrality of interactions in the development of student academic autonomy. Discipline-specific examples to guide teachers in creating learning tasks, lessons, and units of study. A discussion of how teachers might begin designing such learning opportunities, along with suggestions for how school leaders and teacher preparation can support them. Grounded in sociocultural and ecological theories of language, language learning, and the development of disciplinary practices.
Book Features:
A unique model for teaching English Learners and ALL students that highlights the centrality of interactions in the development of student academic autonomy. Discipline-specific examples to guide teachers in creating learning tasks, lessons, and units of study. A discussion of how teachers might begin designing such learning opportunities, along with suggestions for how school leaders and teacher preparation can support them. Grounded in sociocultural and ecological theories of language, language learning, and the development of disciplinary practices.
- GenresEducation
256 pages, Hardcover
Published June 28, 2019
12 people are currently reading
29 people want to read
About the author
Donna E. Alvermann
47 books4 followersDonna E. Alvermann teaches courses in popular culture and adolescent literacy at the University of Georgia, where she holds the title of Distinguished Research Professor in Language and Literacy Education. Donna has been a middle/junior high school teacher in Houston, Texas, and Elmira, New York. She has been a fan of “all things pop culture” since the mid-1950s, when she was president of the James Dean Fan Club. Currently, she counts Facebook, YouTube, and Second Life among her favorite pop culture texts.
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