Culture, Language, and Curricular Choices: What Teachers Want to Know about Planning Instruction for English Learners

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This book joins experts in the field in a conversation focused on raising the level of instruction in schools in ways that validate all learners realities. This book is for educators who wish to advocate for students right to literacy. Chapter authors believe that educators must honor all learners languages, seek to understand every students funds of knowledge, and acknowledge English learners cultural capital. They examine literacy as cultural and social phenomena. They link theory to teachers practice in an easy to understand tone. This book is written for teachers and school administrators who know that the schoolhouse must attend to the educational needs of a student demographic that is plurilingual and pluricultural. It is for educational leaders who want to encourage EL expertise and leadership at all levels.

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Culture, Language, and Curricular Choices: What Teachers Want to Know about Planning Instruction for English Learners provides a comprehensive and robust examination of the challenges facing English Learners (EL) and the educators who are committed to supporting their academic growth. This book explores best instructional practices through the lens of biliteracy, transliteacy, language development, and assessment. Current and preservice teachers can use the book as a go to resource as they fine-tune their practice with ELs. -- Concetta A. Williams, EdD, Visiting Assistant Professor of Postsecondary Literacy, Northern Illinois University, Department of Literacy and Elementary Education

Author Bio

Mayra C. Daniel, professor in the Department of Curriculum & Instruction at Northern Illinois University, is the Coordinator for the Bilingual/English as a Second Language Program for NIUs College of Education.