Overview

This comprehensive research-based text 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. ESL (ELL) Literacy Instruction: A Guidebook for Theory and Practice, Second Edition: applies current ESL and reading research and theory to practice is designed for use by pre-service and in-service teachers at all levels from kindergarten to adult learners explains different models of literacy instruction from systematic phonics to whole language instruction and includes specific teaching methods within each model encourages teacher choice in instructional decisions and provides a systematic rationale and approach for teachers to design their own teaching programs within their own models of literacy addresses multicultural issues Changes in the Second Edition include more research based discussions and more practical teaching suggestions; updated coverage of views on reading instruction for ESL/ELL students; new section on second-language theory and research; new chapter on the importance of culture in second-language literacy contexts; and information on how published resources can be accessed on the Internet

Full Product Details

Author:   Lee Gunderson (University of British Columbia, Canada)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   2nd New edition
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.544kg
ISBN:  

9780415989718

ISBN 10:   041598971
Pages:   28
Publication Date:   15 September 2008
Audience:   College/higher education ,  General/trade ,  Tertiary & Higher Education ,  General
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Preface Chapter One: A Brief History of Reading Instruction Chapter 2: Language Proficiency, Literacy Background, Purpose for Reading, L2 Reading Ability Chapter 3: Language and Culture as Literacy Variables Chapter 4: Teaching Young ESL(ELL) Students to Read Chapter 5: Teaching Older ESL/ELL/EFL Students to Read Chapter 6: Teaching Academic Reading Chapter 7: The Past, Present, and Future of ESL Reading Instruction Appendix: Informal Primary-Level Language and Literacy Test References Author Index Index

Reviews

What makes this volume so valuable is that it combines a wonderful backdrop of the history of teaching reading with the current research concerning the teaching of reading; addresses the teaching of L2 reading for all age groups; includes reading strategies from each of the major theoretical camps; and provides an arsenal of useful tools for the purpose of teaching reading. Gunderson has done an excellent job of presenting both whole language and phonics based approaches with a minimum of bias. The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes. --Lorrie Stoops Verplaetse, Southern Connecticut State University This book is groundbreaking. It is the only one of its kind that seriously begins to link culturally responsive teaching with balanced ESL teaching and learning. Dr. Gunderson knows a great deal about the thought processes of the ELL student, no matter what the age or level of development. As a result, he has composed a text that will help the teacher teach and insure that the student will learn. Dr. Gunderson's research is brilliant! This one-of-a-kind text is sorely needed for pre-service and in-service teacher education. --Patricia Schmidt, LeMoyne College Overall, Gunderson's book ESL Literacy Instruction: A Guidebook to Theory and Practice makes a significant and timely contribution to the field of ESL literacy education, and is a practical guide for teachers seeking ideas for teaching reading to their ESL students of diverse needs and abilities. It provides a comprehensive, convincing, and immediate solution to the debate over effective ESL literacy instructions. It deserves a wide target audience, from pre-service teachers to ESL educators. Besides being used for teacher training programs and individual references, hopefully, this book will also enlighten the field of ESL education and contribute to even more literacy programs that are culturally and linguistically appropriate for ESL students. --Hongmei Xu, Education Review (July 2009) The first edition of this volume was important reading in the early 1990s -something every reading specialist was encouraged to reduce to dog-eared pages and well-marked passages of particular relevance...What makes this new edition worthy of equally avaricious acquisition is that nothing of the original edition has been lost - and much more has been added. --Sylvia Helmer, ESL PSA (June 2009), Vol. 18, No. 3: 4-5

What makes this volume so valuable is that it combines a wonderful backdrop of the history of teaching reading with the current research concerning the teaching of reading; addresses the teaching of L2 reading for all age groups; includes reading strategies from each of the major theoretical camps; and provides an arsenal of useful tools for the purpose of teaching reading. Gunderson has done an excellent job of presenting both whole language and phonics based approaches with a minimum of bias. The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes. Lorrie Stoops Verplaetse, Southern Connecticut State University This book is groundbreaking. It is the only one of its kind that seriously begins to link culturally responsive teaching with balanced ESL teaching and learning. Dr. Gunderson knows a great deal about the thought processes of the ELL student, no matter what the age or level of development. As a result, he has composed a text that will help the teacher teach and insure that the student will learn. Dr. Gunderson's research is brilliant! This one-of-a-kind text is sorely needed for pre-service and in-service teacher education. Patricia Schmidt, LeMoyne College

Author Information

Lee Gunderson is Professor of Language and Literacy Education at the University of British Columbia where he teaches courses in second language reading, language acquisition, literacy acquisition, and teacher education. He received the David Russell Award for Research, the Killam Teaching Prize at the University of British Columbia and has been awarded the Kingston Prize for contributions to the National Reading Conference.

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