Teaching Reading to English Language Learners: A Reflective Guide
À propos de cet e-book
—Deb Bible, Literacy Teacher
CUSD 300, West Dundee, IL
"The author models a program of success and helps the educator become better qualified in teaching the EL learner."
—Lucia deSombre Malo, Former Instructor
Utah Valley State College
Practical, easy-to-implement methods for helping English language learners succeed in reading!
Successfully teaching reading to English language learners (ELLs) requires an in-depth understanding of the unique processes by which they learn to read as well as proven strategies that teachers can use to support reading development. This resource focuses on helping students "read to learn" instead of "learn to read."
In clear, accessible language, this resource demystifies the research and clarifies the process for teaching reading to ELLs. The author introduces the key principles of reading instruction for ELLs and offers a wealth of action-oriented strategies—for use before, during, and after reading—to adapt for individual student needs. Each chapter includes reflection questions to help educators examine their own reading practices and better understand what it means to be a reader. Teachers will discover how to:
- Increase students′ fluency and comprehension
- Teach vocabulary and text structure
- Prepare reading lessons
- Assess reading proficiency
Teaching Reading to English Language Learners is an ideal primer for educators who may or may not have had experience working with ELLs.
Notes et avis
À propos de l'auteur
Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards).
