Bring classroom content to life for multilingual learners
In this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first edition—authentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areas—this is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms.
With fresh graphics and eye-catching colors, this thoroughly revised edition also includes:
- Considerations for newcomers and students with interrupted or no formal education (SLIFE)
- An added chapter on building scaffolded instruction and peer learning opportunities into MLs’ academic reading and writing activities
- Additional opportunities for reflection and application
- A new unit planning template aligned with research-based instructional practices, including a completed example unit
Situated within five core beliefs that frame the must-haves for MLs’ equitable and excellent education, Unlocking Multilingual Learners′ Potential is a guide to research-based practices and a toolbox of strategies every educator can implement to make content accessible and increase language proficiency among MLs.
Spis treści
Praise Pages
Dedication
Website Table of Contents
Foreword by Emily Francis
Acknowledgments
About the Authors
Introduction
Chapter 1: Why You Need This Book to Support MLs
Chapter 2: Using a Culturally Responsive Framework to Leverage the Strengths & Meet the Needs of MLs
Chapter 3: Scaffolding Instruction for MLs
Chapter 4: Peer Learning: Fostering MLs’ Oral Language Development and Content Understanding
Chapter 5: Teaching Academic Language to MLs at the Word/Phrase Level
Chapter 6: Teaching Academic Language to MLs at the Sentence and Discourse Level
Chapter 7: Activating and Teaching MLs Background Knowledge
Chapter 8: Engaging MLs in Reading and Writing in the Content Areas
Chapter 9: Formative Assessment for MLs
Appendix A: Unlocking MLs’ Potential Unit Planning Template
Appendix B: Unlocking MLs’ Potential Unit Planning Template Completed Example
Appendix C: Classroom Checklist to Foster a Language Learning Environment for MLs
Appendix D: Culturally Responsive School Checklist and Goal Setting
Appendix E: Scaffolding for MLs Self-Assessment
Appendix F: Checklist for Supporting MLs’ Academic Language Development in Speaking and Writing
Index
O autorze
Meghan Gregoire-Smith, MA, is a multilingual learner (ML) coach at Support Ed. In this role, Ms. Gregoire-Smith coaches ML educators and develops and facilitates interactive professional development for teachers of MLs. Ms. Gregoire-Smith began her career teaching English as a foreign language (EFL) to young adults in Guayaquil, Ecuador. Her time in Ecuador sparked her love of language teaching. She then spent over a decade supporting MLs in Anne Arundel County Public Schools, Maryland, first as an elementary English language development teacher and then as an ELD Teacher Specialist. As an ELD Teacher Specialist, Ms. Gregoire-Smith wrote the K–12 ELD curricula, planned and delivered professional development around best practices for working with MLs, and provided coaching for ELD teachers new to the profession. Ms. Gregoire-Smith’s experiences as an ELD teacher and teacher specialist led to a passion for supporting educators of MLs through high-quality professional development and coaching. She earned her Master’s in TESOL from the University of Maryland, Baltimore County. You can connect with her by email at Meghan@Support Ed.com or on Twitter at @Meghan GSmith.
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