Engaging English Learners Exploring Literature, Developing Literacy and Differentiating Instruction
by Cox, Carole; Boyd-batstone, Paul S.Edition: 1st
Format: Paperback
Pub. Date: 2008-06-25
Publisher(s): Pearson
Other versions by this Author
List Price: $42.79
Buy Used
Usually Ships in 24-48 Hours
$29.99
Rent Book
Select for Price
New Book
We're Sorry
Sold Out
eBook
We're Sorry
Not Available
How Marketplace Works:
- This item is offered by an independent seller and not shipped from our warehouse
- Item details like edition and cover design may differ from our description; see seller's comments before ordering.
- Sellers much confirm and ship within two business days; otherwise, the order will be cancelled and refunded.
- Marketplace purchases cannot be returned to eCampus.com. Contact the seller directly for inquiries; if no response within two days, contact customer service.
- Additional shipping costs apply to Marketplace purchases. Review shipping costs at checkout.
Summary
Written with a captivating voice, Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction, 1/epresents teachers with a charming recital of the conversations and advice that are sure to engage every learner in an active role to glean meaning from text. Together, the authors highlight the use of reader-response theory in classrooms and uncover how it can affect literacy learning and second language acquisition. This book is a testament to their philosophical approach, illustrating how student-centered instruction using literature, can differentiate instruction for English learners, engaging them in purposeful reading and writing.
Author Biography
Carole Cox is a Professor at California State University, Long Beach, where she teaches language arts and literacy classes. She also taught elementary school in Los Angeles and in Madison, Wisconson. In 2001 she was named the Outstanding Professor at California State University, Long Beach Paul Boyd-Batstone is an Associate Professor in the Department of Teacher Education at California State University, Long Beach. He also worked in public schools for more than 15 years. He serves as Chair of the International Reading Association's Commission on Second Language Literacy and Learning
Table of Contents
| Prologue | p. XIII |
| The Authors Meet | p. xiii |
| What the Book Is Really About | p. xiv |
| Meet the Authors | p. XVI |
| Teaching with Literature in a Classroom of English Learners | p. 1 |
| A First Visit to Senor B.-B.'s Third-Grade Class of English Learners | p. 1 |
| A Thought from Carole | p. 1 |
| The Classroom Day | p. 2 |
| Teaching with Literature | p. 4 |
| A Thought from Carole | p. 7 |
| A First Conversation Between Carole and Paul | p. 8 |
| A Change in Thinking About Teaching with Literature | p. 9 |
| A New Literature Plan | p. 10 |
| More Conversation Between Carole and Paul | p. 13 |
| What Happened with the Problem Javier Was Having with the Story? | p. 14 |
| A Thought from Paul | p. 15 |
| Exploring Ideas | p. 16 |
| Children's Books | p. 17 |
| References | p. 17 |
| Reader Response and Learning English as a Second Language | p. 19 |
| Reader-Response Theory | p. 19 |
| The Reader and the Text | p. 19 |
| The Transactional Theory | p. 20 |
| Theories of Learning English as a Second Language | p. 23 |
| Grammar | p. 24 |
| Communication | p. 25 |
| Mapping the Crossroads of Reader Response and Learning English as a Second Language | p. 31 |
| Transmission and Social Construction of Knowledge | p. 31 |
| In the Classroom | p. 35 |
| Exploring Ideas | p. 38 |
| References | p. 39 |
| Bridging Theory and Research into Practice | p. 45 |
| The Reader and the Text when Teaching with Literature | p. 45 |
| The Text | p. 46 |
| The Reader-Plus-Text | p. 49 |
| Comparison of Two Classrooms | p. 55 |
| Engaging English Learners | p. 56 |
| Exploring Literature: The Ripple Effect | p. 56 |
| A Thought from Paul | p. 63 |
| Developing Literacy | p. 67 |
| Differentiating Instruction | p. 69 |
| A Thought from Paul | p. 71 |
| Exploring Ideas | p. 72 |
| Children's Books | p. 72 |
| References | p. 73 |
| Components of Student-Centered Instruction | p. 75 |
| Knowing the English Learner for Differentiated Instruction | p. 75 |
| Jackie's Experience as an Intermediate English Learner | p. 77 |
| Literature Circles with English Learners | p. 80 |
| Scheduling | p. 80 |
| Management | p. 82 |
| Materials for Literature Circles | p. 88 |
| Conferencing with Small Groups | p. 92 |
| The Literature Circle Plan | p. 103 |
| Product-Driven Differentiation and Assessment | p. 113 |
| A Thought from Carole | p. 120 |
| Exploring Ideas | p. 121 |
| References | p. 122 |
| Engaging English Learners with Literature Circles in the Classroom | p. 123 |
| A Morning in Paul's Classroom | p. 125 |
| Whole-Group Instruction | p. 126 |
| Individual and Small-Group Instruction | p. 128 |
| A Journey of Discovery, Expression, and Literacy | p. 133 |
| An In-Depth Discussion of a Story | p. 134 |
| Personal Expression in Response to a Story | p. 137 |
| Retracing Jackie's Path to Interpretation | p. 140 |
| Jackie as Author, Artist, and Explorer | p. 142 |
| A Thought from Carole | p. 143 |
| Exploring Ideas | p. 144 |
| Children's Books | p. 145 |
| References | p. 145 |
| Compendium of Case Studies | p. 147 |
| Case Study of Juan: The Beginning English Learner | |
| Meet Juan | p. 149 |
| Background and Home Influences | p. 150 |
| Language Development: English as a Second Language | p. 151 |
| Juan as a Student | p. 152 |
| Juan's Response Style: Makes Personal Connections | p. 155 |
| Exploring Ideas | p. 161 |
| Case Study of Anne: The Native English Speaker | |
| Meet Anne | p. 163 |
| Background and Home Influences | p. 164 |
| Language Development: Native English Speaker | p. 165 |
| Anne as a Student | p. 165 |
| Anne's Response Style: Challenges the Text | p. 169 |
| Exploring Ideas | p. 172 |
| Case Study of Eduardo: The Intermediate/Advanced English Learner | |
| Meet Eduardo | p. 173 |
| Background and Home Influences | p. 174 |
| Language Development: Fluent in English and Spanish | p. 175 |
| Eduardo as a Student | p. 175 |
| Eduardo's Response Style: Tells His Own Stories | p. 179 |
| Exploring Ideas | p. 184 |
| Children's Books | p. 184 |
| Subject Index | p. 187 |
| Name Index | p. 195 |
| Table of Contents provided by Ingram. All Rights Reserved. |
An electronic version of this book is available through VitalSource.
This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.
By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.
Digital License
You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.
More details can be found here.
A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.
Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.
Please view the compatibility matrix prior to purchase.