Content teachers and ESOL teachers, take special note: if you’re looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete. Just dip into this toolbox of strategies, examples, templates, and activities from ELL authorities Diane Staehr Fenner and Sydney Snyder. The best part? No prior training assumed! You’ll find inside every last how-to including:
“Much may be debated about what English learners need in order to be successful in school, but while that debate continues, teachers need access to sensible and accessible assistance to teach language and content to English learners right now. This new book by Diane Staehr Fenner and Sydney Snyder is the book to fill that need. In clear prose, accompanied by lively classroom examples and a series of engaging application activities, the authors target the topics of culturally responsive teaching, scaffolded instruction for oral language and reading, understanding academic language, and how to formatively assess student development in these areas. There is something here for both novice teachers and their more seasoned colleagues as Staehr Fenner and Snyder skillfully bring together the necessary ingredients to help teachers advance the language and content learning of their English learners.”
English Learners (ELs) are the fastest-growing segment of the K–12 population. But ELs and their families—who are in the process of learning English and navigating an often-unfamiliar education system—may not have a powerful enough voice to articulate their needs. Consequently, all teachers and administrators must advocate for this all-important diverse group of students who will become tomorrow’s workforce. This book demystifies the techniques of advocacy for ELs, including:
ELs will continue to grow in number, and leaving them and their families voiceless is simply not an option. No educator can miss this essential book.
“In many ways, the history of American Education is the history of a quest for equality. Dr. Staehr Fenner lends a human face to the experience of English Learners and encourages us to think in terms of what attributes ELs bring to their learning experience and how others can benefit from their presence in the classroom. This book is a promising, uplifting, and much-needed call for action!”
–Rosa Aronson, Former Executive Director
TESOL International Association, Alexandria, VA
“This book is a major contribution to the field in that it offers concrete actions administrators, teachers and parents can take to ensure best practices in schools for ELs. Diane Staehr Fenner demonstrates her extensive school-based experience by providing a highly practical handbook filled with useful models, tools, and professional development activities, all of which are well grounded in an assets-based and shared responsibility theoretical framework. This volume will meaningfully advance program quality, assessment and instructional practices, and family engagement through well-formulated advocacy initiatives as demanded by current EL teacher education standards. A welcome addition to all who care about the education of ELs PreK-12 and beyond!”
–Nancy Cloud, Director, M.Ed. in TESL Program
Feinstein School of Education and Human Development, Rhode Island College
“This book makes a very important contribution to the field by highlighting the importance of advocacy and, through its numerous examples of advocacy in action, showing how to achieve equitable and excellent education for ELs.”
–Diane August, Principal
D. August and Associates
Teacher evaluation can be a valuable tool for evaluators and teachers alike. But it should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with the nation’s growing numbers of English learners (ELs) and students with disabilities.
Just as these diverse students’ needs require nuanced teaching methods, the evaluations of all teachers who work with these students require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Drawing on a focused array of authoritative research on supporting the success of ELs and students with disabilities, case studies, and action plans, the authors detail
Teaching ELs and students with disabilities can be one of the most challenging experiences in an educator’s career, and also one of the most rewarding if educators have the tools they need. With this book, the first of its kind, your school can become a leader in the field by taking part in conversations that center on equitable teaching of diverse learners as well as valid evaluation of those who serve them in classrooms.
“Staehr Fenner, Kozik, and Cooper provide a framework for rich instructional conversations that moves teacher evaluation from the blame game to a collaborative and informative process that empowers teaching effectiveness and student learning.”
—Spencer Salend, Emeritus Professor of Educational Studies
State University of New York at New Paltz
“In this book, the authors successfully outline an objective assessment framework that builds educators’ individual and collective capacity to improve their practice, not only with ELs but with all their students. A must-read for teachers and evaluators alike.”
—Rosa Aronson, Former Executive Director
TESOL International Association
This is a printed book. It is also available in an eBook format for Kindle and Apple and Android. Options for platform are presented during checkout.
The growing number of English language learners (ELLs) entering U.S. classrooms has increased the demand for effective educators who work with this diverse student population. This book provides guidelines, examples, and strategies in applying the TESOL P-12 Professional Teaching Standards and serves as a resource to programs and teacher educators working with professionals who strive to make the route to language proficiency as smooth, challenging, and effective as possible.