English and Students with Limited or Interrupted Formal Education - 
      Luis Javier Pentón Herrera

English and Students with Limited or Interrupted Formal Education

Global Perspectives on Teacher Preparation and Classroom Practices

Luis Javier Pentón Herrera (Redaktør)

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. Les mer
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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.
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Utgitt:
Forlag: Springer Nature Switzerland AG
Innbinding: Innbundet
Språk: Engelsk
Sider: 355
ISBN: 9783030869625
Format: 24 x 16 cm
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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 Penton 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 Penton 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 Desir, 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 Martinez-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 Penton Herrera, Ph.D., American College of Education











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







Chapter 13: Implementing MALP (c) 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
Dr. Luis Javier Penton 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. Penton 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).