As teachers, we take the language of school, academic language, for granted. But for many of our students, academic language is more than a new language. It is the "make or break" skill for school success. This exciting and much-needed book shows how teachers can help students become fluent, confident speakers of academic language. Debbie Zacarian shares a step-by-step, research-based approach to scaffolding K-12 instruction for students who do not have the language and literacy skills that are needed in school. Readers will find: practical teaching strategies based on the four key facets of academic language fluency; richly detailed case studies about students' experiences with academic language across the content areas; guidance on family involvement; and thought-provoking study questions, along with performance assessment tools. An ideal resource for school- and district-wide Common Core initiatives, this book provides teachers with the foundation and tools to ensure an equitable education for all students.
As teachers, we take the language of school, academic language, for granted. But for many of our students, academic language is more than a new language. It is the "make or break" skill for school success. This exciting and much-needed book shows how teachers can help students become fluent, confident speakers of academic language. Debbie Zacarian shares a step-by-step, research-based approach to scaffolding K-12 instruction for students who do not have the language and literacy skills that are needed in school. Readers will find: practical teaching strategies based on the four key facets of academic language fluency; richly detailed case studies about students' experiences with academic language across the content areas; guidance on family involvement; and thought-provoking study questions, along with performance assessment tools. An ideal resource for school- and district-wide Common Core initiatives, this book provides teachers with the foundation and tools to ensure an equitable education for all students.
Content Note
1. A Call for Reframing -- 2. Using a Four-Pronged Framework -- 3. Learning as a Sociocultural Process -- 4. Learning as a Developmental Process -- 5. Learning as an Academic Process -- 6. Learning as a Cognitive Process -- 7. Engaging in Parent Partnerships -- 8. Making Data-Driven Decisions -- Index.
