Building Literacy with Multilingual Learners

Description

Now in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK–12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the teaching methods and linguistic concepts to life. Highlighting ways to draw on emergent bilingual and multilingual students' strengths, the book presents innovative learning activities, lesson planning ideas, technology applications, downloadable reproducible forms, and other resources. Second edition title: Building Literacy with English Language Learners.
 
New to This Edition
*Chapter on visual literacy.
*Extensive updated coverage of literacy in the digital age, including gamification and video games, digital reading, and uses of ChatGPT in the classroom.
*Increased attention to multimodal projects and activities.
*New or expanded discussions of translanguaging, dual language instruction, English as a lingua franca as well as an academic language, and other timely topics.
 
Pedagogical Features
*"How Does This Look in the Classroom?" sections.
*Study and discussion questions in every chapter.
*Chapter-opening "Key Vocabulary" boxes.
*End-of-book glossary.
  "In the third edition, Lems, Soro, and Charles present important current advances in language education. Of note are fast-developing technologies and their uses, not only as teaching and learning tools and modalities, but also as topics for content lessons. The new edition is well organized and accessible, and masterfully connects linguistic concepts to strategies that educators can immediately implement in their classrooms. This is an excellent text for teacher preparation courses related to second-language acquisition and bilingual education. I have used the book in my biliteracy methods courses, as well as for professional development, and loved it. The content can serve as a basis for writing assignments, in-class discussion and analysis, presentations, and demonstrations of the sample teaching strategies."–Sonia W. Soltero, PhD, Professor and Chair, Department of Leadership, Language and Curriculum, DePaul University Kristin Lems, EdD, is Professor in the ESL/Bilingual Education Program at National Louis University. A two-time Fulbright Scholar, to Algeria and Mongolia, she directed two 5-year grants from the Office of English Language Acquisition of the U.S. Department of Education. She is a column editor for the Illinois Reading Council Journal and has coauthored or coedited several books. Dr. Lems is a recipient of the Excellence in Teaching Award from National Louis University and the Elliot Judd Outstanding Teacher Award from Illinois Teachers of English to Speakers of Other Languages–Bilingual Education.
 
Tenena M. Soro, PhD, has taught courses in linguistics, cross-cultural education, foundations, and reading at National Louis University, where he received the Outstanding Adjunct Faculty Award. Dr. Soro has also taught courses in ethics and philosophy, linguistics, and social science at Columbia College Chicago, Northeastern Illinois University, and Northwestern University. Originally from Ivory Coast, he analyzed the syntax patterns of his native language, Senufo/Cibaari, for the first time in his dissertation. He has presented on linguistics and ESL topics at state and national conferences.
 
Gareth Charles, MEd, teaches academic English for international students at KMUTT University in Bangkok, Thailand, and has also taught high school English courses as part of the Thai government’s outreach program for disadvantaged youth. In addition, Mr. Charles has developed and taught online lessons and training for Chinese education companies across Asia and has extensive experience conducting ESL corporate training and teaching at companies that focus on international business English. Originally from Oregon, Mr. Charles has lived in Thailand since 2007.
  Teachers of 4- to 17-year-olds (grades PreK–12) in ESL, bilingual, and general education; teacher educators and students in ESL/TESOL certification programs; ELL specialists; literacy specialists and coaches. Serves as a text in ESL/TESOL certification programs and graduate-level reading methods courses.