By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the 'code’ that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma Le Moine to share every teacher’s need-to-know strategies on the four essential components of academic language.
The subject of this volume is conversational discourse. Here, Jeff Zwiers reveals the power of academic conversation in helping students develop language, clarify concepts, comprehend complex texts, and fortify thinking and relational skills. With this book as your roadmap, you’ll learn how to:
- Foster the skills and language students must develop for productive interactions
- Implement strategies for scaffolding paired conversations
- Assess student’s oral language development as you go
It’s imperative that our ELLs and SELs practice academic language in rich conversations with others in school, especially when our classrooms may be their only opportunities to receive modeling, scaffolding, and feedback focused on effective discourse. This book, in concert with the other three volumes in the series, can provide both a foundation and a framework for accelerating the learning of diverse students across grade levels and disciplines.
Spis treści
Acknowledgments
About the Authors
1. Introduction to the Book Series
2. What Research Says About Conversational Discourse
3. Classroom Applications for Conversational Discourse
4. Learning From Classroom Examples of Conversational Discourse
5. Assessing Conversational Discourse
6. Conclusions, Challenges, and Connections
Epilogue: The Vision
References
Index
O autorze
Dr. Jeff Zwiers is a senior researcher at the Stanford University Graduate School of Education in the Center to Support Excellence in Teaching. His work focuses on improving learning in diverse classrooms, language development, and student interactions.
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