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Originally published: ESL literacy instruction. 1st ed. New York: Routledge, c2005.
List of contents
Brief Contents Preface Chapter 1: A Brief History of Reading Instruction Chapter 2: Language Proficiency and Literacy Background Chapter 3: ESL (ELL) Assessment Chapter Four: Language and Culture as Literacy Variables Chapter Five: Teaching Young ESL (ELL) Students to Read Chapter Six: Teaching Older ESL/ELL/EFL Students to Read Chapter Seven: Teaching Academic Reading Chapter Eight: Technology, ESL and Literacy Instruction Chapter Nine: ESL Literacy Instruction: Concerns, Conjectures & Conclusions References
About the author
Lee Gunderson is Professor of Language and Literacy Education at the University of British Columbia, Canada.
Dennis Murphy Odo teaches in the Department of Language and Literacy Education, University of British Columbia, Canada.
Reginold Arthur D’Silva teaches in the Department of Language, Literature and Performing Arts – Douglas College, USA.
Summary
ESL (ELL) Literacy Instruction provides both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students. Comprehensive and research-based, it applies current ESL and reading research and theory to practice. Designed for use by pre-service and in-service teachers at all levels from kindergarten to adult learners, it explains different models of literacy instruction from systematic phonics to whole language instruction and includes specific teaching methods within each model. Multicultural issues are addressed.
Instructional matrices that account for the wide variations in ESL (ELL) student backgrounds and abilities form the pedagogical basis of the approach described in the text. The matrices, based on extensive research, involve two easily measured variables that predict what programs and approaches will be comprehensible for learners who vary in age, literacy background, English ability, and program needs. Readers are encouraged to develop their own teaching strategies within their own instructional models.
