图书简介
This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
Part I: Setting the Foundation: How We Want to Frame Our Conversations About Students with Limited or Interrupted Formal Education.- Chapter 1. Advancing the Conversation: Humanizing and Problematizing the Conversation About the Students We Call SLIFE (Browder).- Part II: Overview of Students with Limited or Interrupted Formal Education.- Chapter 2. Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK (Pentón Herrera).- Chapter 3. Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings (Harris).- Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Education (Linville).- Chapter 5. Fear not the Trauma Story: A Trauma-informed Perspective to Supporting War-affected Refugees in Schools and Classrooms (Montero).- Part III: Pre- and In-service Teacher Preparation.- Chapter 6. Preparing Pre-Service and In-Service Teachers to Work with Students with Limited or Interrupted Formal Education (Custodio).- Chapter 7. Making Space for Students with Limited or Interrupted Formal Education in Teacher Education (DeCapua).- Chapter 8. Transforming ESL Pedagogies: A Teacher’s Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE (Ledger).- Chapter 9. Best Practices in Meeting the Literacy and Postsecondary Needs of Adolescent Students with Limited or Interrupted Formal Education (Colón).- Part IV: Effective Support for Students with Limited or Interrupted Formal Education in K-12 Learning Environments.- Chapter 10. Fostering the Resilience and Cultural Wealth of Students with Limited or Interrupted Formal Education (Casanova).- Chapter 11. Supporting Queer SLIFE Youth: Initial Queer Considerations (Trinh).- Chapter 12. Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books (Cruzado-Guerrero).- Chapter 13. The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today (Aker).- Part V: Effective Support for Students with Limited or Interrupted Formal Education in Adult Learning Environments .- Chapter 14. Our Book: Creating a Scroll-based Curriculum to Serve Adult SLIFE (Frydland).- Chapter 15. The Case for Explicit Instruction for Adult SLIFE (Friedman).- Chapter 16. Toward Participatory Digital Visual Methods (PDVMs) to Support LESLLA Learners: Theoretical and Practical Considerations for Practitioner-Researchers (Lypka).- Chapter 17. Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling (Mocciaro).- Chapter 18. “We Should Learn English to Solve Our Problems”: Strategies to Support Adult ESL Learners with Emergent Literacy (Kidwell).
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