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.