Transforming literacy education for long-term English learners : recognizing brilliance in the undervalued /
This work discusses how to advocate and help students classified as long-term English (LTEL) learners. Students who already speak English are continually placed in English as a second language (ESL) classes due to their LTEL classification. Thus, these students are not offered literacy opportunities...
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| Format: | Book |
| Language: | English |
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New York, NY :
Routledge, Taylor & Francis Group,
2020.
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| Series: | NCTE-Routledge research series.
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| Summary: | This work discusses how to advocate and help students classified as long-term English (LTEL) learners. Students who already speak English are continually placed in English as a second language (ESL) classes due to their LTEL classification. Thus, these students are not offered literacy opportunities that allow them to both survive and thrive in schools and in the larger world. 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. |
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| Physical Description: | xiii, 111 pages : illustrations ; 24 cm. |
| Bibliography: | Includes bibliographical references (pages ([95]-108) and index. |
| ISBN: | 9781138558106 1138558109 1138558117 9781138558113 |