Luis Javier Pentón Herrera
Springer International Publishing
e druk, 2022
9783030869625
English and Students with Limited or Interrupted Formal Education
Global Perspectives on Teacher Preparation and Classroom Practices
Specificaties
Gebonden, blz.
|
Engels
Springer International Publishing |
e druk, 2022
ISBN13: 9783030869625
Rubricering
Onderdeel van serie
Educational Linguistics
Verwachte levertijd ongeveer 9 werkdagen
Samenvatting
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.
Specificaties
ISBN13:9783030869625
Taal:Engels
Bindwijze:gebonden
Uitgever:Springer International Publishing
Serie:Educational Linguistics
Inhoudsopgave
<p> </p>
<p>Foreword by: Dr. Brenda Custodio </p>
<p>Preface </p>
<p>Acknowledgements</p>
<p> </p>
<p>Part I. Overview of students with limited or interrupted formal education</p>
<p> </p>
<p>Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms</p>
<p>Author: Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p>Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings</p>
Author: Jamie Harris, M.Ed., Maryland Department of Labor<p></p>
<p> </p>
<p>Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education</p>
<p>Authors: Heather Linville, Ph.D., University of Wisconsin, La Crosse</p>
<p>Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p>Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens</p>
<p>Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University</p>
<p>Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University</p>
<p> </p>
<p> </p>
<p>Part II. Teacher preparation programs</p>
<p> </p>
<p>Chapter 5: Teacher preparation in the US for working with SLIFE</p>
<p>Authors: Brenda Custodio, Ph.D., Ohio State University</p>
<p>Judith B. O’Loughlin, M.Ed., Language Matters, LLC</p>
<p> </p>
<p>Chapter 6: Understanding SLIFE in teacher preparation programs</p>
<p>Authors: Andrea DeCapua, Ed.D., New York University and University of North Florida</p>
<p>Helaine W. Marshall, Ph.D., Long Island University – Hudson Campus</p>
<p> </p>
<p>Chapter 7: Shifting ESL pedagogies: Following a teacher’s journey to respond to educational needs of adolescent refugees with limited or interrupted formal education</p>
<p>Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board</p>
<p>M. Kristiina Montero, Ph.D., Wilfrid Laurier University</p>
<p> </p>
<p>Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE</p>
<p>Authors: Michelle Ivette Marrero, Ed.D., Arlington Public Schools</p>
<p>Charlene Désir, Ed.D., Nova Southeastern University</p>
<p> </p>
<p> </p>
<p>Part III. Effective support for SLIFE who are ELs in K-12 learning environments</p>
<p> </p>
<p>Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies</p>
<p>Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz</p>
<p>Alicia Alvarez, University of California, Santa Cruz</p>
<p> </p>
<p>Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond</p>
<p>Authors: Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University</p>
<p>Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University</p>
<p> </p>
<p>Chapter 11: Supporting elementary-age ELs with limited or no formal school</p>
<p>Authors: Judith Cruzado-Guerrero, Ph.D., Towson University</p>
<p>Gilda Martínez-Alba, Ed.D., Towson University</p>
<p> </p>
<p>Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today</p>
<p>Authors: Margaret Aker, Ph.D., Concordia University Chicago</p>
<p>Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago</p>
<p>Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p> </p>
<p>Part IV. Effective support for SLIFE who are ELs in adult learning environments</p>
<p> </p>
<p>Chapter 13: Implementing MALP© in Refugee-Background Adult Education</p>
<p>Author: Nan Frydland, MFA, M.S.Ed., Frydland & Co., LLC</p>
<p> </p>
<p>Chapter 14: The case for direct, explicit instruction for adult refugee SLIFE</p>
<p>Authors: Zohar Friedman, M.A., Tel Aviv University</p>
<p>Rachel Joyce Laitflang, M.A., Tel Aviv University</p>
<p>Alon David Pilosoph, M.A., Tel Aviv University</p>
<p> </p>
<p>Chapter 15: Using participatory arts to uncover adult latinx language learner identities and agency</p>
Author: Andrea Enikő Lypka, M.Ed., Ph.D. Candidate, University of South Florida<p></p>
<p> </p>
<p>Chapter 16: The importance of morphosyntax for post-puberty immigrants with little or no formal schooling</p>
<p>Authors: Egle Mocciaro, Ph.D., Silesian University of Opava</p>
<p>Martha Young-Scholten, Ph.D., Newcastle University</p>
<p> </p>
<p>Chapter 17: “We should learn English to solve our problems”: Strategies to support Emergent-literacy adult ESL learners</p>
<p>Author: Tabitha Kidwell, Ph.D., American University</p>
<p>Foreword by: Dr. Brenda Custodio </p>
<p>Preface </p>
<p>Acknowledgements</p>
<p> </p>
<p>Part I. Overview of students with limited or interrupted formal education</p>
<p> </p>
<p>Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms</p>
<p>Author: Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p>Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings</p>
Author: Jamie Harris, M.Ed., Maryland Department of Labor<p></p>
<p> </p>
<p>Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education</p>
<p>Authors: Heather Linville, Ph.D., University of Wisconsin, La Crosse</p>
<p>Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p>Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens</p>
<p>Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University</p>
<p>Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University</p>
<p> </p>
<p> </p>
<p>Part II. Teacher preparation programs</p>
<p> </p>
<p>Chapter 5: Teacher preparation in the US for working with SLIFE</p>
<p>Authors: Brenda Custodio, Ph.D., Ohio State University</p>
<p>Judith B. O’Loughlin, M.Ed., Language Matters, LLC</p>
<p> </p>
<p>Chapter 6: Understanding SLIFE in teacher preparation programs</p>
<p>Authors: Andrea DeCapua, Ed.D., New York University and University of North Florida</p>
<p>Helaine W. Marshall, Ph.D., Long Island University – Hudson Campus</p>
<p> </p>
<p>Chapter 7: Shifting ESL pedagogies: Following a teacher’s journey to respond to educational needs of adolescent refugees with limited or interrupted formal education</p>
<p>Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board</p>
<p>M. Kristiina Montero, Ph.D., Wilfrid Laurier University</p>
<p> </p>
<p>Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE</p>
<p>Authors: Michelle Ivette Marrero, Ed.D., Arlington Public Schools</p>
<p>Charlene Désir, Ed.D., Nova Southeastern University</p>
<p> </p>
<p> </p>
<p>Part III. Effective support for SLIFE who are ELs in K-12 learning environments</p>
<p> </p>
<p>Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies</p>
<p>Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz</p>
<p>Alicia Alvarez, University of California, Santa Cruz</p>
<p> </p>
<p>Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond</p>
<p>Authors: Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University</p>
<p>Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University</p>
<p> </p>
<p>Chapter 11: Supporting elementary-age ELs with limited or no formal school</p>
<p>Authors: Judith Cruzado-Guerrero, Ph.D., Towson University</p>
<p>Gilda Martínez-Alba, Ed.D., Towson University</p>
<p> </p>
<p>Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today</p>
<p>Authors: Margaret Aker, Ph.D., Concordia University Chicago</p>
<p>Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago</p>
<p>Luis Javier Pentón Herrera, Ph.D., American College of Education</p>
<p> </p>
<p> </p>
<p>Part IV. Effective support for SLIFE who are ELs in adult learning environments</p>
<p> </p>
<p>Chapter 13: Implementing MALP© in Refugee-Background Adult Education</p>
<p>Author: Nan Frydland, MFA, M.S.Ed., Frydland & Co., LLC</p>
<p> </p>
<p>Chapter 14: The case for direct, explicit instruction for adult refugee SLIFE</p>
<p>Authors: Zohar Friedman, M.A., Tel Aviv University</p>
<p>Rachel Joyce Laitflang, M.A., Tel Aviv University</p>
<p>Alon David Pilosoph, M.A., Tel Aviv University</p>
<p> </p>
<p>Chapter 15: Using participatory arts to uncover adult latinx language learner identities and agency</p>
Author: Andrea Enikő Lypka, M.Ed., Ph.D. Candidate, University of South Florida<p></p>
<p> </p>
<p>Chapter 16: The importance of morphosyntax for post-puberty immigrants with little or no formal schooling</p>
<p>Authors: Egle Mocciaro, Ph.D., Silesian University of Opava</p>
<p>Martha Young-Scholten, Ph.D., Newcastle University</p>
<p> </p>
<p>Chapter 17: “We should learn English to solve our problems”: Strategies to support Emergent-literacy adult ESL learners</p>
<p>Author: Tabitha Kidwell, Ph.D., American University</p>