Teaching English Language Learners

Shelley Hong Xu, EdD, is Professor of Teacher Education at California State University, Long Beach, where she teaches literacy courses in a graduate reading program and a teaching credential program and a research course in the educational leadership doctoral program. She previously taught English as a foreign language and as a second language. Her research interests include preparing teachers for teaching English language learners and integrating multimedia texts into the literacy curriculum. Dr. Xu’s work has appeared in literacy journals and edited books, as well as several coauthored books. She was formerly the Essay Book Review Editor for Reading Research Quarterly and Chair of the Publications Committee of the National Reading Conference.

"This book places ELLs and their teachers at the center of instructional practice. Using powerful examples, Xu convincingly demonstrates how knowledge of theory and research can help teachers make informed instructional decisions. She explains how to modify literacy strategies that are effective with all students to address ELLs' diverse literacy and language learning needs."--M. Kristiina Montero, PhD, Faculty of Education, Wilfrid Laurier University, Waterloo, Canada"Xu gives teachers exactly what they need to assess, teach, and evaluate English language learners’ progress in all aspects of literacy. She speaks with knowledge and experience about the needs and feelings of the ever-growing population of language-minority students. This book is a 'must have' for preservice and inservice teachers."--MaryEllen Vogt, EdD, Distinguished Professor Emerita, College of Education, California State University, Long Beach; past president, International Reading Association"Xu provides invaluable insights into the daunting task that ELLs embark on as they master everyday and academic English. Elementary teachers will be motivated by Xu’s sensitive, highly practical teaching strategies. The book addresses the barriers that ELLs may face and shows how to implement high-quality explicit instruction."--Rachael Sawyer Perkins, MA, fourth-grade teacher, Dolores Street Elementary School, Carson, California-

• 1. Guiding Principles of Teaching Literacy to English Language Learners2. Language Acquisition and Linguistic Interferences3. Instruction for Oral Language Development4. Instruction for Phonological and Orthographic Knowledge and Fluency Development5. Instruction for Vocabulary Development6. Instruction for Reading Comprehension Development7. Instruction for Writing Development8. Instruction for GrammarAppendix A. Reflection on Modifications of Instructional Strategies and MaterialsAppendix B. Similarities and Differences between English and L1Appendix C. Student Errors and Possible Explanations for the ErrorsAppendix D. Instructional Focus Based on InterferencesAppendix E. Oral Language Assessment Chart (Say Something and Oral Retelling)Appendix F. Conversation Assessment ChartAppendix G. Anecdotal Record FormAppendix H. Factors to Consider in Selecting Books for Read-AloudAppendix I. Fluency Assessment ChartAppendix J. Self-Assessment of WordsAppendix K. A Lesson Plan for Morphemic Analysis, Spelling, and Grammatical FeaturesAppendix L. Personal Vocabulary JournalAppendix M. Think-Aloud GuideAppendix N. Writing Strengths and NeedsAppendix O. Peer-Revision and Editing FormAppendix P. A Summary of Components of English GrammarAppendix Q. Documenting Student’s Needs and Instructional Focus