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In this book, Falk-Ross and the contributing authors offer their different perspectives on supporting English language learners through specific strategies for assessment and instruction. It presents specific issues and challenges, supportive research and up-to-date information, classroom implications and strategies, and case study applications.
Francine Falk-Ross is professor and coordinator of the literacy education and childhood education programs at Pace University in Pleasantville, New York, where she teaches courses on literacy topics to pre-service and practicing teachers.
Acknowledgments Part I: The Challenges for Literacy Development Across Disciplines 1 Overview of the Text, Francine Falk-Ross 2 The Educational Issues Before Us, Francine Falk-Ross 3 A Case Study to Consider Using Different Frames of Reference, Francine Falk-Ross PART II: Language as a Scaffold for Learning 4 The Mediating Role of Pedagogic Discourse, Francine Falk-Ross 5 Providing Supportive Contexts for Young Children's Language to Develop Their Ideas and Opinions, Shobana Musti-Rao and Lenwood Gibson 6 Looking at Literacy from the Family-School Frame of Reference, Lee Shumow and Elena Lyutykh 7 Mathematics Talk: Literacy Development in a Mathematics Context, Brian Evans 8 Literacy and the Arts: How Artistic Perspectives Enhance Literacy Learning, Merryl Goldberg and Laurie Stowell 9 Promoting Agency, Access, and Acquisition Among Adolescent English Language Learners, Kathleen A. J. Mohr, Michelle Flory, and Lois Ann Knezek Part III: Talk and Textual Considerations 10 Multimodality in Children's School-Based Texts, Roberta Linder 11 Addressing Young Adolescents' Need for Voice and Interaction, Jill Lewis-Spector and Mary McGriff 12 From Resistance to Engagement-The Importance of the New Literacies for Struggling Readers and Writers, Peter McDermott and Kathleen Gormley 13 Concluding Thoughts, Francine Falk-Ross Index About the Contributors About the Editor
