Put all English learners on the path to success—right from the start!
Beginning English learners are at risk of being lost in a system that doesn't know how to reach them. With more and more ELs entering U.S. schools every year, educators need to act quickly to create school- and classroom-based programs that work. Veteran educators Debbie Zacarian and Judie Haynes provide templates and tools—along with vignettes illustrating real-world challenges—to help teachers and administrators: Create a welcoming environment for English learners and their families who are unfamiliar with the American education system; Reach out to students from literacy and non-literacy-oriented homes; Engage parents to become a part of the school community; Learn strategies for teaching beginning level ELs across the curriculum; Develop instructional models for students with limited or interrupted formal education (SLIFE); Build sensitive practices for students who have experienced trauma
The Essential Guide for Educating Beginning English Learners provides a realistic and comprehensive framework for effectively reaching and teaching this growing population.
“This book provides a wonderful look at the complexities of providing newcomers with a welcoming school environment and appropriate instruction.”
—Michelle DaCosta, Bilingual Resource Teacher
Framingham Public Schools, MA
“This book gets at the heart of working with beginning ELs and helps educators gain a complete understanding of these students' needs and the factors that influence them.”
—Yvonne S. Freeman, Professor of Bilingual Education
The University of Texas at Brownsville
- Chapter 1: Seeing the Big Picture
- How Are English Learners Doing in U.S. Schools?
- Who Are Beginning English Learners?
- Resources for Leaders and Teachers of Beginning Learners of English
- Challenges Faced by Beginning English Learners and Their Families
- What Is Being Done to Address the Needs of Beginning English Learners?
- Using a Three-Phase Planning Approach for Beginning Learners of English
- Chapter 2: Taking a Closer Look
- Influence of Literacy
- Differences in Literacy and Educational Experiences
- Differences in Orientation to Time
- Three Different Types of Students
- Students Experiencing Trauma
- How Poverty Affects Learning
- Individualistic and Collectivist Cultures
- Addressing the Complex Needs of English Learners
- Chapter 3: Effective Programming for English Learners
- Developing a Districtwide Effort
- Reviewing the Enrollment Process
- Identifying English Learners
- Helping Parents Understand the Enrollment Process
- Chapter 4: Selecting Models of Instruction
- Programs That Promote Bilingualism and Biliteracy
- Early Exit or Transitional Bilingual Programs
- Structured Immersion Models
- ESL Instruction
- Newcomers with Limited Prior Schooling
- Chapter 5: Strengthening Family–School Engagement
- Building Partnerships with Families of Beginning English Learners
- Understanding Barriers
- Establishing a Welcoming School Environment by Building Relationships
- Addressing Differences
- Building Connections with Learning
- Supporting Advocacy and Sharing Power
- Bilingual Parent Advisory Committees
- Home Visits to Involve Parents of English Learners
- Bilingual Parent Volunteer Programs
- Chapter 6: Teaching Beginners
- What Is Culture Shock?
- Stages of Culture Shock
- Supporting English Learners in Content Area Classrooms
- Using Technology and the Internet
- Materials and Resources for Beginning English Learners
- Teaching Essential Basics
- Eight Key Strategies for Teaching Content
- Chapter 7: Working with English Learners Who Have Experienced Trauma
- What Do We Mean by Trauma?
- How Prevalent Are Trauma and Violence?
- What Steps Are Important to Take?
- Chapter 8: Teaching English Learners with Limited or Interrupted Formal Education
- Different Characteristics Among Students with Limited or Interrupted Formal Education
- Different Learning Needs
- The Prior Schooling Experiences of an English Learner
- Building Programming for SLIFE Who Are Also Beginning Learners of English
- What Do SLIFE Need?
- A Different Approach to Learning
- Instructional Programming for SLIFE
- Student Engagement
- Developing Programs for SLIFE
- Drawing on Students' Backgrounds
- Using a Collaborative Learning Process to Build Academic Skills
- Create Culturally Relevant Content to Develop Confident Students Who Value School and Themselves as Learners
- Chapter 9: Providing Effective Professional Development
- What Should Be Included in High-Quality Professional Development?
- Observational Activities
- Reflection Activities
- Interviewing Activities
- Collaborative Professional Development Groups
- Why Is Book Study an Important Format?
- Structure for Professional Book Study Groups