English and Students with Limited or Interrupted Formal Education

Global Perspectives on Teacher Preparation and Classroom Practices
1. Auflage 2022
ISBN: 978-3-030-86965-6
Verlag: Springer International Publishing

Buch, Englisch, 355 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 581 g

Reihe: Educational Linguistics

This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. 

This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. 

The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

Zielgruppe

Research

Autoren/Hrsg.

Pentón Herrera, Luis Javier

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Angewandte Sprachwissenschaft
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Foreword by: Dr. Brenda Custodio

Preface

Acknowledgements

Part I. Overview of students with limited or interrupted formal education

Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms

Author:Luis Javier Pentón Herrera, Ph.D., American College of Education

Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings

Author:Jamie Harris, M.Ed., Maryland Department of Labor

Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education

Authors:Heather Linville, Ph.D.,University of Wisconsin, La Crosse

Luis Javier Pentón Herrera, Ph.D., American College of Education

Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens

Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University

Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University

Part II. Teacher preparation programs

Chapter 5: Teacher preparation in the US for working with SLIFE

Authors:Brenda Custodio, Ph.D., Ohio State University

Judith B. O’Loughlin, M.Ed., Language Matters, LLC

Chapter 6: Understanding SLIFE in teacher preparation programs

Authors:Andrea DeCapua, Ed.D., New York University and University of North Florida

Helaine W. Marshall, Ph.D., Long Island University – Hudson Campus

Chapter 7: Shifting ESL pedagogies: Following a teacher’s journey to respond to educational needs of adolescent refugees with limited or interrupted formal education

Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board

M. Kristiina Montero, Ph.D., Wilfrid Laurier University

Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE

Authors:Michelle Ivette Marrero, Ed.D., Arlington Public Schools

Charlene Désir, Ed.D., Nova Southeastern University

Part III. Effective support for SLIFE who are ELs in K-12 learning environments

Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies

Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz

Alicia Alvarez, University of California, Santa Cruz

Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond

Authors:Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University

Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University

Chapter 11: Supporting elementary-age ELs with limited or no formal school

Authors:Judith Cruzado-Guerrero, Ph.D., Towson University

Gilda Martínez-Alba, Ed.D.,Towson University

Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today

Authors:Margaret Aker, Ph.D., Concordia University Chicago

Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago

Luis Javier Pentón Herrera, Ph.D., American College of Education

Part IV. Effective support for SLIFE who are ELs in adult learning environments

Chapter 13: Implementing MALP© in Refugee-Background Adult Education

Author:Nan Frydland, MFA, M.S.Ed., Frydland & Co., LLC

Chapter 14: The case for direct, explicit instruction for adult refugee SLIFE

Authors: Zohar Friedman, M.A., Tel Aviv University

Rachel Joyce Laitflang, M.A., Tel Aviv University

Alon David Pilosoph, M.A., Tel Aviv University

Chapter 15: Using participatory arts to uncover adult latinx language learner identities and agency

Author: Andrea Eniko Lypka, M.Ed., Ph.D. Candidate, University of South Florida

Chapter 16: The importance of morphosyntax for post-puberty immigrants with little or no formal schooling

Authors: Egle Mocciaro, Ph.D., Silesian University of Opava

Martha Young-Scholten, Ph.D., Newcastle University

Chapter 17: “We should learn English to solve our problems”: Strategies to support Emergent-literacy adult ESL learners

Author:Tabitha Kidwell, Ph.D., American University

Über Autor(innen)

Dr. Luis Javier Pentón Herrera is an award-winning language and literacy educator. In 2018, his doctoral dissertation became the recipient of Association of Literacy Educators and Researchers (ALER)’s 2018 Outstanding Dissertation Award. Dr. Pentón Herrera's recognitions and honors include Emerging Leader in TESOL from TESOL International Association and J. Estill Alexander Future Leader in Literacy Award from ALER. He currently serves as Maryland TESOL’s Past President (2019-2020).