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· 분류 : 외국도서 > 교육/자료 > 교육 > 언어경험 접근법
· ISBN : 9783030869625
· 쪽수 : 355쪽
· 출판일 : 2022-02-26
목차
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ⓒ 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 Enik? 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
