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By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language. The subject of this volume is culture. Here, Noma LeMoine makes clear once and for all how culturally and linguistically responsive pedagogy validates, facilitates, liberates, and empowers ethnically diverse students. With this volume as your roadmap, you’ll learn how to:  • Implement instructional strategies designed to meet the linguistic and cultural ...

Introduction to the Book Series
Introduction to the Book Series

According to the Migration Policy Institute (2013), close to 5 million U.S. students, which represent 9 percent of public school enrollment, are English language learners (ELLs). Three-quarters of these 5 million students were born in the United States and are either the children or grandchildren of immigrants. In some large urban school districts such as Los Angeles, ELLs already comprise around 30 percent of the student population. These demographic trends, along with the rigorous content expectations of new content and language standards (e.g., CCSS, WIDA, ELPA21, etc.), require that educational systems become skilled at simultaneously scaffolding academic language and content for this growing group of students. For ELLs, academic language mastery is the key to ...

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