Introduction to English Language Learners and Culturally Responsive Pedagogy

Featuring readings by educational professionals within administration, teaching, and research, Introduction to English Language Learning and Culturally Responsive Pedagogy: Critical Readings helps pre-service and in-service teachers successfully work with culturally and linguistically diverse (CLD) students and families.
The opening chapter provides key background information and practical measures educators can leverage to address the needs of students. Additional chapters examine the major concepts, theories, and stages of second language acquisition; corrective feedback and the role it plays in teaching language learners; the ways in which technology can enhance student learning; and assessment as it relates to English language learners.
Readers learn about issues to consider when working with Latino students and other migrant populations. They explore key concepts of culturally responsive teaching and read contextualized examples of the eight components of Sheltered Instructional Observation Protocol (SIOP). Closing chapters provide important insights on working with high school newcomer immigrants and considerations for working with specific groups of CLD students and their families.
Highly practical and scholarly in nature, Introduction to English Language Learners and Culturally Responsive Pedagogy is an exemplary resource for courses and programs with emphasis on working with CLD students.

Daniel J. Gilhooly is an assistant professor in the School of Teaching and Learning at the University of Central Missouri. Dr. Gilhooly has over 20 years of experience working with a wide range of English language learners in the U.S. and abroad. Dr. Gilhooly began his career in South Korea, where he taught English for six years. He holds a Ph.D. in teaching English as a second language (TESOL)/education from the University of Georgia and M.A. in English from Saint Bonaventure University. Dr. Gilhooly's research interests focus on the resettlement experiences of Karen refugees from Burma/Myanmar.