English and students with limited or interrupted formal education : global perspectives on teacher preparation and classroom practices

著者

• Pentón Herrera, Luis Javier

書誌事項

English and students with limited or interrupted formal education : global perspectives on teacher preparation and classroom practices

Luis Javier Pentón Herrera, editor

（Educational linguistics, v. 54）

Springer, c2022

注記

Includes bibliographical references

内容説明・目次

内容説明

This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

目次

Foreword by: Dr. Brenda Custodio Preface Acknowledgements Part I. Overview of students with limited or interrupted formal education Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms Author: Luis Javier Penton Herrera, Ph.D., American College of Education Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings Author: Jamie Harris, M.Ed., Maryland Department of Labor Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education Authors: Heather Linville, Ph.D., University of Wisconsin, La Crosse Luis Javier Penton Herrera, Ph.D., American College of Education Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University Part II. Teacher preparation programs Chapter 5: Teacher preparation in the US for working with SLIFE Authors: Brenda Custodio, Ph.D., Ohio State University Judith B. O'Loughlin, M.Ed., Language Matters, LLC Chapter 6: Understanding SLIFE in teacher preparation programs Authors: Andrea DeCapua, Ed.D., New York University and University of North Florida Helaine W. Marshall, Ph.D., Long Island University - Hudson Campus Chapter 7: Shifting ESL pedagogies: Following a teacher's journey to respond to educational needs of adolescent refugees with limited or interrupted formal education Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board M. Kristiina Montero, Ph.D., Wilfrid Laurier University Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE Authors: Michelle Ivette Marrero, Ed.D., Arlington Public Schools Charlene Desir, Ed.D., Nova Southeastern University Part III. Effective support for SLIFE who are ELs in K-12 learning environments Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz Alicia Alvarez, University of California, Santa Cruz Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond Authors: Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University Chapter 11: Supporting elementary-age ELs with limited or no formal school Authors: Judith Cruzado-Guerrero, Ph.D., Towson University Gilda Martinez-Alba, Ed.D., Towson University Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today Authors: Margaret Aker, Ph.D., Concordia University Chicago Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago Luis Javier Penton Herrera, Ph.D., American College of Education Part IV. Effective support for SLIFE who are ELs in adult learning environments Chapter 13: Implementing MALP (c) in Refugee-Background Adult Education Author: Nan Frydland, MFA, M.S.Ed., Frydland & Co., LLC Chapter 14: The case for direct, explicit instruction for adult refugee SLIFE Authors: Zohar Friedman, M.A., Tel Aviv University Rachel Joyce Laitflang, M.A., Tel Aviv University Alon David Pilosoph, M.A., Tel Aviv University Chapter 15: Using participatory arts to uncover adult latinx language learner identities and agency Author: Andrea Eniko Lypka, M.Ed., Ph.D. Candidate, University of South Florida Chapter 16: The importance of morphosyntax for post-puberty immigrants with little or no formal schooling Authors: Egle Mocciaro, Ph.D., Silesian University of Opava Martha Young-Scholten, Ph.D., Newcastle University Chapter 17: "We should learn English to solve our problems": Strategies to support Emergent-literacy adult ESL learners Author: Tabitha Kidwell, Ph.D., American University

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詳細情報

• NII書誌ID(NCID): BC12303697
• ISBN:
  • 9783030869625
• 出版国コード: sz
• タイトル言語コード: eng
• 本文言語コード: eng
• 出版地: [Cham]
• ページ数/冊数: xxv, 355 p.
• 大きさ: 25 cm
• 分類:
  • DC23 : 428.0071
• 件名:
  • LCSH : English language -- Study and teaching -- Foreign speakers
  • LCSH : Refugees -- Education
• 親書誌ID:
  • BA6094290X