Soto, Ivannia: ELL Shadowing as a Catalyst for Change

Name: Soto, Ivannia: ELL Shadowing as a Catalyst for Change
Brand: SAGE Publications Inc
SKU: 978-1-4129-9206-0
Price: 43.50 CHF
Availability: InStock

CHF 43.50

Einband: Kartonierter Einband (Kt)

Verfügbarkeit: Nicht (mehr) im Sortiment/Besorgung möglich

+ -

Experience a day in the life of an ELL

What if you could barely understand what your teacher is saying? Imagine working mostly independently and silently, with limited opportunities to interact with others. The process of ELL shadowing helps teachers better understand the classroom experience from an English language learner's point of view. The author describes how to implement this easily accessible form of professional development, outlines specific strategies for adapting instruction to engage ELLs, and provides academic language development videos. The benefits of ELL shadowing are many, and include:

- Increased teacher sensitivity to ELLs' school experiences

- A heightened sense of urgency to help ELLs to learn academic language and content

- Improved classroom instruction that spreads throughout schools and districts

More engaged students who are more likely to stay in school and reach their potential

The text includes a detailed case study of shadowing an English language learner and examples of the range of ELLs in our nation's schools. Readers will also find background on the importance of academic oral language development, the complete ELL Shadowing protocol, and a guide for preparing a personalized professional learning plan for ELL instruction. We cannot and must not rest until we give every group of students the kind of education that they deserve. The time is now, and this book shows you how.

ISBN: 978-1-4129-9206-0

GTIN: 9781412992060

Über den Autor Soto, Ivannia

Dr. Ivannia Soto is associate professor of Education at Whittier College, where she specializes in second language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English Language Development to a population made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Urban Education Conference. As a consultant, Soto has worked with Stanford University's School Redesign Network (SRN) and WestEd, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Soto is the co-author of The Literacy Gaps: Building Bridges for ELLs and SELs, as well as ELL Shadowing as a Catalyst for Change and From Spoken to Written Language with ELLs, all published by Corwin Press. Together, the books tell a story of how to systemically close achievement gaps with ELLs by increasing their oral language production in academic areas. Soto is Executive Director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English Learners (SELs) via linguistically and culturally responsive teaching practices.