{"product_id":"english-language-learners-and-the-new-standards-developing-language-content-knowledge-and-analytical-practices-in-the-classroom-paperback","title":"English Language Learners and the New Standards: Developing Language, Content Knowledge, and Analytical Practices in the Classroom - Paperback","description":"\u003cp\u003eby \u003cb\u003eMargaret Heritage\u003c\/b\u003e (Author), \u003cb\u003eA?a Walqui\u003c\/b\u003e (Author), \u003cb\u003eRobert Linquanti\u003c\/b\u003e (Author)\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eIn \u003ci\u003eEnglish Language Learners and the New Standards\u003c\/i\u003e, three leading scholars present a clear vision and practical suggestions for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language.\u003c\/b\u003e This process requires three important shifts in our perspective on language and language learning--from an individual activity to a socially engaged activity; from a linear process aimed at correctness and fluency, to a developmental process, focused on comprehension and communication; and from a separate area of instruction to an approach that embeds language development in subject-area activities. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eIn \u003ci\u003eEnglish Language Learners and the New Standards\u003c\/i\u003e, the authors: \u003cul\u003e\n\u003cli\u003eClarify the skills and knowledge teachers need to integrate content knowledge and language development\u003c\/li\u003e\n\u003cli\u003eShow how teachers can integrate formative assessment in ongoing teaching and learning\u003c\/li\u003e\n\u003cli\u003eDiscuss key leverage points and stress points in using interim and summative assessments with ELLs\u003c\/li\u003e\n\u003cli\u003eProvide classroom vignettes illustrating key practices\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eFinally, the authors explain the theories and research that underlie their vision and examine the role of policy in shaping pedagogy and assessment for ELL students.\u003c\/p\u003e\u003ch3\u003eFront Jacket\u003c\/h3\u003e\u003cp\u003e\u003ci\u003eEnglish Language Learners and the New Standards \u003c\/i\u003eprovides a clear and practical path for helping teachers engage ELL students in simultaneously learning subject-area content, analytical practices, and language. This process requires three important shifts in our perspective on language and language learning: from an individual activity to a socially engaged activity; from a linear process, aimed at correctness and fluency, to a developmental process; and from a separate area of instruction to an approach that embeds language development in subject-area activities. For each step, the authors clarify the skills and knowledge teachers need to integrate content knowledge and language development, and show how teachers can integrate formative assessment in ongoing teaching and learning. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e \"This easy-to-understand book is worth every minute. The authors offer thoughtful descriptions of content and language integration for English language learners to be college and career-ready. Complex theories of second language acquisition, teaching, learning, and assessment are made accessible. Classroom vignettes across content areas and grade levels make for fun reading. And all in such a concise book.\" -- \u003cb\u003eOhkee Lee, \u003c\/b\u003e professor, Steinhardt School of Culture, Education, and Human Development, New York University \u003cp\u003e\u003c\/p\u003e \"This book is a must-read for all educators, but essential for all teachers working with English language learners. It identifies the necessary shifts in instruction and policy that must take place in order for educators to successfully engage in the common core with ELLs. The concrete examples put forth allow educators to reevaluate and quickly shift their practice. It is a game changer for the system as a whole.\" -- \u003cb\u003eAng駘ica Infante-Green, \u003c\/b\u003e former CEO, Office of English Language Learners, New York City Department of Education \u003cp\u003e\u003c\/p\u003e\u003cb\u003eMargaret Heritage\u003c\/b\u003e is a senior scientist at WestEd and an assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at UCLA. \u003cb\u003eA?a Walqui\u003c\/b\u003e directs the Teacher Professional Development Program at WestEd. \u003cb\u003eRobert Linquanti\u003c\/b\u003e is a project director and senior researcher at WestEd. \u003cb\u003eKenji Hakuta \u003c\/b\u003eis the Lee L. Jacks Professor of Education at the Stanford Graduate School of Education.\u003ch3\u003eAuthor Biography\u003c\/h3\u003e\u003cp\u003e\u003cb\u003eMargaret Heritage\u003c\/b\u003e is senior scientist at WestEd and assistant director at the National Center for Research on Evaluation, Standards, and Student Testing at the University of California, Los Angeles. For many years her work has focused on formative assessment and on how teachers can implement effective formative assessment in their classrooms. She has made numerous presentations all over the United States, as well as in Europe, Asia, and Australia, and has published extensively on the topic. Her last book, \u003ci\u003eFormative Assessment in Practice: A Process of Inquiry and Action\u003c\/i\u003e, was also published by Harvard Education Press. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cb\u003eA?a Walqui\u003c\/b\u003e directs the Teacher Professional Development Program at WestEd. She specializes in the professional growth required by teachers to work with second-language learners deeply and generatively. Her work has focused on defining, designing, and supporting quality education in multilingual, intercultural contexts in the United States, Europe, Asia, and Latin America. She has published extensively on issues related to teacher professional development and the development of deep literacies with English language learners. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eRobert Linquanti\u003c\/b\u003e is project director and senior researcher at WestEd. His work helps educators and policy makers at local, state, and national levels to strengthen assessment, evaluation, and accountability policies, practices, and systems for English language learners. He has published and presented widely on evaluating education policies, establishing comprehensive assessment systems, and improving accountability and equity for ELLs. He serves on several state and national advisory bodies related to these topics.\u003cdiv\u003e\n\u003cstrong\u003eNumber of Pages:\u003c\/strong\u003e 224\u003c\/div\u003e\u003cdiv\u003e\n\u003cstrong\u003eDimensions:\u003c\/strong\u003e 0.6 x 8.9 x 5.9 IN\u003c\/div\u003e\u003cdiv\u003e\n\u003cstrong\u003eIllustrated:\u003c\/strong\u003e Yes\u003c\/div\u003e\u003cdiv\u003e\n\u003cstrong\u003ePublication Date:\u003c\/strong\u003e May 01, 2015\u003c\/div\u003e","brand":"Books by splitShops","offers":[{"title":"Default Title","offer_id":47460735942834,"sku":"9781612508016","price":53.46,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0770\/3891\/1666\/files\/489a2654a754fc9164a1874c2d1cb262.webp?v=1778930744","url":"https:\/\/box.dadyminds.org\/products\/english-language-learners-and-the-new-standards-developing-language-content-knowledge-and-analytical-practices-in-the-classroom-paperback","provider":"DADYMINDS BOX","version":"1.0","type":"link"}