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220303 ||| eng |
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|a 9783030869632
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|a Pentón Herrera, Luis Javier
|e [editor]
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| 245 |
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|a English and Students with Limited or Interrupted Formal Education
|h Elektronische Ressource
|b Global Perspectives on Teacher Preparation and Classroom Practices
|c edited by Luis Javier Pentón Herrera
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| 250 |
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|a 1st ed. 2022
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2022, 2022
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| 300 |
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|a XXV, 355 p. 1 illus
|b online resource
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| 505 |
0 |
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|a Chapter 12. Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books (Cruzado-Guerrero) -- Chapter 13. The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today (Aker) -- Part V: Effective Support for Students with Limited or Interrupted Formal Education in Adult Learning Environments -- Chapter 14. Our Book: Creating a Scroll-based Curriculum to Serve Adult SLIFE (Frydland) -- Chapter 15. The Case for Explicit Instruction for Adult SLIFE (Friedman) -- Chapter 16. Toward Participatory Digital Visual Methods (PDVMs) to Support LESLLA Learners: Theoretical and Practical Considerations for Practitioner-Researchers (Lypka) -- Chapter 17. Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling (Mocciaro) --
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|a Chapter 18. “We Should Learn English to Solve Our Problems”: Strategies to Support Adult ESL Learners with Emergent Literacy (Kidwell)
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|a Part I: Setting the Foundation: How We Want to Frame Our Conversations About Students with Limited or Interrupted Formal Education -- Chapter 1. Advancing the Conversation: Humanizing and Problematizing the Conversation About the Students We Call SLIFE (Browder) -- Part II: Overview of Students with Limited or Interrupted Formal Education -- Chapter 2. Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK (Pentón Herrera) -- Chapter 3. Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings (Harris) -- Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Education (Linville) -- Chapter 5. Fear not the Trauma Story: A Trauma-informed Perspective to Supporting War-affected Refugees in Schools and Classrooms (Montero) -- Part III: Pre- and In-service Teacher Preparation --
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|a Chapter 6. Preparing Pre-Service and In-Service Teachers to Work withStudents with Limited or Interrupted Formal Education (Custodio) -- Chapter 7. Making Space for Students with Limited or Interrupted Formal Education in Teacher Education (DeCapua) -- Chapter 8. Transforming ESL Pedagogies: A Teacher’s Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE (Ledger) -- Chapter 9. Best Practices in Meeting the Literacy and Postsecondary Needs of Adolescent Students with Limited or Interrupted Formal Education (Colón) -- Part IV: Effective Support for Students with Limited or Interrupted Formal Education in K-12 Learning Environments -- Chapter 10. Fostering the Resilience and Cultural Wealth of Students with Limited or Interrupted Formal Education (Casanova) -- Chapter 11. Supporting Queer SLIFE Youth: Initial Queer Considerations (Trinh) --
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| 653 |
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|a Language Teaching and Learning
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| 653 |
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|a Literacy
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| 653 |
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|a Language Education
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| 653 |
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|a Language and languages / Study and teaching
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| 653 |
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|a Adult education
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| 653 |
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|a Inclusive Education
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| 653 |
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|a Adult Education
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| 653 |
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|a Inclusive education
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| 041 |
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7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a Educational Linguistics
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| 028 |
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|a 10.1007/978-3-030-86963-2
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| 856 |
4 |
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|u https://doi.org/10.1007/978-3-030-86963-2?nosfx=y
|x Verlag
|3 Volltext
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| 082 |
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|a 418.0071
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| 520 |
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|a 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, Englishliteracy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments
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