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Transforming Literacy Education for Long-Term English Learners


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Table of Contents

Chapter 1: More than Long-term English Learners: Reframing the Education of an Under-served Population

  • Who are Long-Term English Learners?
  • Damage-centered Research and LTELs
    • Power of Labels
  • Humanizing Reading Instruction for LTELs
  • LTELs, Literacy Instruction, and The Importance of Framing
    • Alternative Frames for Understanding LTEL Student Experiences
  • More than English learners: Pushing Past Policy Classifications
    • A More Humanizing Perspective on Reading Pedagogy
  • Significance of this Book

Chapter 2: Bilingualism and Students who are Labeled LTELs

  • Valuing the Devalued
    • Bilingualism for English Reading Pedagogy
    • Language Use and Dynamic Bilingualism
    • The Role of Racial Positioning
  • The Focal Students
    • Five Focal Students' Linguistic Histories
  • Implications for Students Considered to be LTELs

Chapter 3: Local Texts: The Textual Environment of Biology and English Language Arts

  • Reading, Texts, and Comprehension
  • Academic Texts in Mrs. Rodriguez's and Mr. Gomez's Classrooms
    • Patterns in Overall Text Use
    • The Predominance of Teacher-Assembled Texts
    • Books: A Noteworthy Disciplinary Exception
  • Implications for Students Considered to be LTELs
  • Next Steps
    • Text Sets to Build Background Knowledge
    • Linked Text Sets
  • Closing

Chapter 4: Strong and Loud Readers: Academic Reading in the Classroom

  • Academic Reading In Practice
    • An Introduction to the Nervous System
    • "Effective" Reading in English Language Arts
  • Implications for Students Considered to be LTELs
  • Next Steps
    • Successful Readers
    • Meaningful for Futures
  • Closing

Chapter 5: Constructing Meaning Independently: An In-depth Analysis of Reading from an

Individual Perspective

  • Five Similar Perspectives on Reading
    • Interrelation of Experiences and Ideas About Reading
  • "Doing" Independent Reading
    • Text Selection
    • Student Discontent
    • Think-Aloud Instructions
    • Independent Reading in Action
  • Reading Strategies in the Classroom
    • Engagement with Unfamiliar Content
  • Implications for Students Considered to be LTELs
  • Next Steps
  • Closing

Chapter 6: Recognizing brilliance in the undervalued: Transforming literacy education for Long-term English Learners

  • A Focus on Opportunity to Learn
  • Reading Pedagogy: A Humanizing and Socially-Informed Perspective
  • Moving Forward

About the Author

Maneka Deanna Brooks is an Assistant Professor of Reading Education at Texas State University, USA.

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