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English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

Name: English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom
Brand: Harvard Education PR
SKU: 9781612508016
Price: 32.99 USD
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Contributors:

Margaret Heritage, AÃda Walqui, Robert Linquanti

Publisher:

Harvard Education PR

Binding:

Paperback

Book Category:

Education

Book Subcategory:

Multicultural Education, Bilingual Education, Teaching

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The product is eligible for a complimentary return within 30 days from the date of purchase. Furthermore, individual items are shipped within 24 hours of receiving the order.

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Release Date:

2015-05-01

ISBN 13:

9781612508016

Weight:

0.66 lbs

Size:

8.90 x 5.90 x 0.60 inches

Pages:

224

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product description

Description

In English Language Learners and the New Standards, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning--from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities.

In English Language Learners and the New Standards, the authors:

Clarify the skills and knowledge teachers need to integrate content knowledge and language development
Show how teachers can integrate formative assessment in ongoing teaching and learning
Discuss key leverage points and stress points in using interim and summative assessments with ELLs
Provide classroom vignettes illustrating key practices

Finally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.

About the Author
Margaret Heritage is senior scientist at WestEd and assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles. For many years her work has focused on formative assessment and on how teachers can implement effective formative assessment in their classrooms. She has made numerous presentations all over the United States, as well as in Europe, Asia, and Australia, and has published extensively on the topic. Her last book, Formative Assessment in Practice: A Process of Inquiry and Action, was also published by Harvard Education Press.

Aída Walqui directs the Teacher Professional Development Program at WestEd. She specializes in the professional growth required by teachers to work with second-language learners deeply and generatively. Her work has focused on defining, designing, and supporting quality education in multilingual, intercultural contexts in the United States, Europe, Asia, and Latin America. She has published extensively on issues related to teacher professional development and the development of deep literacies with English language learners.

Robert Linquanti is project director and senior researcher at WestEd. His work helps educators and policy makers at local, state, and national levels to strengthen assessment, evaluation, and accountability policies, practices, and systems for English language learners. He has published and presented widely on evaluating education policies, establishing comprehensive assessment systems, and improving accountability and equity for ELLs. He serves on several state and national advisory bodies related to these topics.

English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom

Description

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