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Reading, Writing and Learning
in ESL, K-12
4th Edition
Suzanne F. Peregoy,
Owen F. Boyle
0-205-41034-0
Paperback
464 pages
2005
Brief Description
Praised for its strong research base, engaging style and inclusion of specific teaching ideas, the Fourth Edition comprehensively examines oral language, reading, and writing development in English for K-12 students.
This Fourth Edition of Peregoy & Boyle's text continues the strengths of the third with its comprehensiveness and accessibility, providing a wealth of practical strategies for promoting literacy and language development in English language learners (K-12). Unlike many texts in this field, Reading, Writing and Learning In ESL takes a unique approach by exploring contemporary language acquisition theory as it relates to instruction and providing suggestions and methods for motivating and involving ELL students.
Features
- A Full chapter (Ch. 10) on how to evaluate and teach struggling readers by linking assessment and instruction.
- Detailed description on how to use Informal Reading Inventories to establish reading levels with ELL students (Ch. 10).
- Emphasis on reading achievement from emergent literacy through advanced content learning from text.
- Chapter introductions introduce students to a real classroom with real activities, allowing students to get a sense of actual classroom situations and possible problem solving in these situations.
- Suggested activities at the end of each chapter provide students opportunities to extend their understanding of chapter content through classroom observations, teacher interviews, lesson planning, and evaluation of English learner's oral language, reading and writing.
- Examples of speech and writing produced by K-12 students are highlighted in boxes throughout the text.
- Case studies and vignettes are used throughout the text to help bring the subject alive with examples of real students in real classrooms.
- Addresses English learners at three developmental levels—beginning, intermediate and advancedñoffering a wide variety of activities appropriate at each level and for each student to assist teachers in tailoring instruction to particular student needs.
New To This Edition
Assessment has been updated throughout the book including linking standards to assessment in Chapter 3, updated language assessment tools in Ch. 4, and using holistic scoring to assess writing in Chapter 6. The book retains its in-depth description of classroom reading assessment in Chapter 10. In addition, it provides a wealth of information on early literacy assessment in Chapter 5, as well as assessment of writing, reading, and content area learning in Chapters 6, 7, 8 and 9. These specific measures offer students concrete tools for classroom use while helping them understand the larger political context and issues surrounding this field.
New material on using standards in instruction included thoughtout the book provides practical applications on how to incorportate the standards in classroom activities.
New examples of teaching strategies for middle and secondary school students, including 6 holistic essays, a discussion of those essays in terms of their characteristics and suggestions for teaching students at each holistic level.
New material on sociocultural issues of language and language acquisition has been incorportated into Chapters 2 and 3.
New Boxed Internet activitities thoughtout the text are linked to chapter content, allowing students to incorporate technology in their teaching of English language learners as mandated by the standards.
New discussion of education policy affecting English learners in the U.S can be found in Ch. 1, providing students with an in-depth analysis of how policy affects classroom teaching from incorporating the standards to the effect of high stakes testing.
A chart listing new and updated Teaching Strategies ends each chapter with a summary of the strategies described in the chapter that includes the range of grades (e.g., K-6, 4-8) at which each strategy might be appropriately used, illustrating, for example, how beginner strategies might applied in middle or high school based on student needs.
New sections on comprehension and metacognition have been added to Chapters 8 to help students understand these two very important topics.
Thoroughly updated and revised Suggested Reading sections in each chapter contain annotated information about each book or articles.
Thoroughly updated bibliography references.
TECHNOLOGY ADVANTAGE! A Companion Website includes useful information for both students and professors and provides resources specific to each chapter in the book, including chapter objectives, discussion questions, a chat room that students could use to make their learning more interactive, numerous links to related websites and a syllabus manager. Professors will find additional teaching activities and ideas and overheads. A bank of essay questions and multiple-choice questions is also available.
Contents
Each chapter concludes with “Summary,” “Suggestions for Further Reading,” and “Activities.”
1. English Language Learners in School.
Who Are English Language Learners?
How Can I Get to Know My English Language Learners?
How Do Cultural Differences Affect Teaching and Learning?
How Can I Ease Newcomers into the Routines of My Classroom When They Know Little or No English?
What Kinds of Programs Exist to Meet the Needs of English Language Learners?
2. Second Language Acquisition.
What Do You Know When You Know a Language? Defining Language Proficiency as Communicative Competence.
Language Acquisition Theories.
Learning a Second Language in School: Processes and Factors.
3. Classroom Practices for English Learner Instruction.
Standards-Based Instruction and Assessment.
Sheltered Instruction or Specially Designed Academic Instruction in English (SDAIE).
Group Work.
Thematic Instruction.
Scaffolding.
Assessment of English Learners.
4. Oral Language Development in Second Language Acquisition.
Oral Language in Perspective.
Describing Oral Language Performance of Beginning and Intermediate English Learners.
Promoting Oral Language Development in the Classroom.
Oral Language Development through Content-Area Instruction.
Classroom Assessment of English Learners' Oral Language Development.
5. Emergent Literacy: English Learners Beginning to Write and Read.
What Does Research Tell Us about the Early Literacy Development of English Learners?
Contrasting the Emergent Literacy and Reading Readiness Perspectives.
Highlighting Literacy Functions in Your Classroom.
Exploring the Visual Form of Written Language.
Emergent Literacy in English as a Non-native Language.
Home and School Environments That Nurture Emergent Literacy.
Classroom Strategies to Promote Early Literacy.
Helping Children Recognize and Spell Words Independently.
Evaluating Emergent Literacy Development.
6. English Learners and Process Writing.
Research on Second Language Writing.
What Is Process Writing.
How Process Writing Helps English Learners.
Collaborative Contexts for Process Writing.
Developmental Phases in Second Language Writing.
Description of Beginning Writers.
Strategies to Assist Beginning Writers.
Description of Intermediate Writers.
Strategies for Intermediate Writers.
A Word about Writing with Computers.
Assessing English Learners' Writing Progress.
7. Reading and Literature Instruction for English Language Learners.
What Does Research Tell Us about Reading in a Second Language?
Working in Literature Response Groups.
Developmental Phases in Second Language Reading.
Beginning Readers: Characteristics and Strategies.
Intermediate Readers: Characteristics and Strategies.
Using Computers and CD-ROMs to Enhance Learning.
Assessing Second Language Readers' Progress.
8. Content Reading and Writing: Prereading and During Reading.
What Does Research Tell Us about Reading and Writing across the Curriculum for English Language Learners?
Background Information on Students' Interactions with Texts.
Matching Students and Texts.
Strategies to Promote Reading Comprehension.
9. Content Reading and Writing: Postreading Strategies for Organizing and Remembering.
Postreading Strategies for Students.
Writing as a Learning Tool across the Curriculum.
Theme Studies: Providing a Meaningful Learning Context.
Assessment.
10. Reading Assessment and Instruction.
Theoretical Approach to Literacy Assessment.
Assessing Reading Using an Informal Reading Inventory.
Other Procedures for Evaluating and Instructing Struggling Readers Linking Assessment and Instruction.
Linking Assessment and Instruction.
11. Afterword.
Bibliography.
Author Index.
Subject Index.
Copyright © Calvary University, 1998 All rights reserved.
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