Supporting English Learners Transforming Literacy Education for Long-Term English Learners Recognizing Brilliance in the Undervalued Maneka Deanna Brooks Grounded in research on bilingualism and adolescent literacy, this book provides a much-needed insight into the day-to-day needs of students identified as longterm English language learners (LTELs). LTELs are adolescents primarily or solely educated in the US and yet remain identified as “learning English” in secondary school. Challenging the deficit perspective often applied to their experiences of language learning, Brooks counters incorrect characterizations of LTELs and sheds light on students’ strengths to argue that effective literacy education requires looking beyond policy classifications that are often used to guide educational decisions. By combining research, theory, and practice, this book offers a comprehensive analysis of literacy pedagogy to facilitate teacher learning and includes practical takeaways and implications for classroom practice and professional development. NCTE-Routledge Research Series 112 pp. | 2020 | Grades 9–College | ISBN 9781138558113 $35.21 member/$46.95 nonmember
Writing across Culture and Language Inclusive Strategies for Working with ELL Writers in the ELA Classroom Christina Ortmeier-Hooper Ortmeier-Hooper challenges deficit models of ELL and multilingual writers and offers techniques to help teachers identify their students’ strengths and develop inclusive research-based writing practices that are helpful to all students. Her approach, aligned with specific writing instruction recommendations outlined in the NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs), connects theory to classroom application, with a focus on writing instruction, response, and assessment for ELL and multilingual students. Through rich examples of these writers and their writing practices, along with “best practices” input from classroom teachers, this book provides accessible explanations of second language writing theory and pedagogy in teacher-friendly language, concrete suggestions for the classroom, guiding questions to support discussion, and an annotated list of resources. 155 pp. | 2017 | Grades 9–12 | ISBN 9780814158531 $23.96 member/$29.99 nonmember ebook: ISBN 9780814158548
32
Community Literacies en Confianza Learning from Bilingual After-School Programs Steven Alvarez Most teachers of English language learners are not adequately prepared to meet the challenges of working with this growing demographic of K–12 students. Alvarez argues that teachers’ greatest resources are the students themselves, with both a facility in their home language and ties to their home communities. He highlights the importance of building mutual trust, or confianza, between students, schools, and communities, both inside and outside of the classroom. After-school programs focused on English learners offer a way for parents, teachers, and volunteers to collectively navigate school systems and the English language, share stories, and develop facility in reading and writing across languages. Alvarez offers ideas for approaching, engaging, and partnering with students’ communities to design culturally sustaining pedagogies that productively use the literacy abilities students bring to schools. 107 pp. | 2017 | Grades PreK–12 | ISBN 9780814107867 $19.96 member/$24.99 nonmember ebook: ISBN 9780814107874
NCTE Members Save Up to 20%
NCTE_2022_WinterSpring_Catalog.indd 32
2/8/22 1:12 PM
