Research-Based Instruction that Makes a Difference in English Learners’ Success

Dr. Mayra C. Daniel, associate professor in the Department of Literacy and Elementary Education at Northern Illinois University, serves as the Bilingual ESL Coordinator for NIU’s College of Education. Her research focuses on preparing teachers to work with bilingual and multilingual populations in the United States and in Latin America. Prior to her work with teachers in post-graduate programs, she worked to help learners (at levels K-12) from diverse linguistic and cultural backgrounds to transition and adapt to the cultural norms of life in schooling within rural communities in the state of Illinois. Kouider Mokhtari is the Anderson-Vukelja-Wright Endowed Professor, Literacy Education, at the University of Texas at Tyler, Texas, where he engages in research, teaching, and service initiatives aimed at advancing literacy instruction and increasing students' literacy achievement outcomes. His research focuses on the acquisition of language and literacy by first and second language learners, with particular emphasis on children, adolescents, and adults who can read but have difficulties understanding what they read. Kouider's research has been featured in various literacy research and practice journals. His book Preparing Every Teacher to Reach English Learners (Harvard University Press) was presented the 2013 American Association of Colleges For Teacher Education (AACTE) Outstanding Book Award. He was also the recipient of the 2014 International Reading Association John C. Manning Public School Service Award.

• Introduction: Research, Policy, and Practice Insights to Support the Teaching of English Learners in Mainstream ClassroomsKouider Mokhtari and Myra Daniel Part I: Supporting English Learners’ language and Literacy Development Across the DisciplinesChapter 1. Enhancing English Learners’ Access to Disciplinary Texts Through Close Reading PracticesZhihui Fang, Suzanne C. Chapman, University of FloridaChapter 2. High Expectations: Increasing Productivity and Complexity in English Learner (EL) WritingKathleen A. J. Mohr, Sylvia Read, Alayne Leavitt, Utah State UniversityChapter 3. A Middle School Mathematics Workshop for Multilingual Classrooms: Lessons Learned From A Highly Effective TeacherMayra C. Daniel, Northern Illinois University, Billy Hueramo, Littlejohn Elementary SchoolChapter 4. Using Art and Literature to Enhance Critical Thinking and Vocabulary Development for English LearnersChris Carger, Northern Illinois UniversityChapter 5. The Case for Young Adult Literature: Using Narratives in the EL ClassroomMelanie D. Koss, Northern Illinois UniversityPart II: Using Assessment Data To Document Student Performance And Inform InstructionChapter 6. Using Metacognitive Assessments to Identify Students’ Reading Comprehension Strengths and NeedsKouider Mokhtari, The University of Texas at TylerChapter 7. Using Classroom Assessment of Language Levels (CALL) to Address Common Core Standards-based Instruction with English Learners, K-8Paul Boyd-Batstone, California State UniversityPart III: Supporting Students Literacy Development In Digital SpacesChapter 8. Digital Literacies for English Learners: Theory and PracticeIan O’Byrne, University of New Haven, Martha Castañeda, Miami UniversityChapter 9. Integrating Social Media into ELA Curriculum: Towards English Learners’ Academic Literacy DevelopmentDong-shin Shin, Northern Illinois UniversityPart VI: Using Key Understandings About Language and Literacy to Support Instruction for English LearnersChapter 10. Insights Gleaned from Research Syntheses About Teaching English Learners John Evar Strid, Northern Illinois UniversityChapter 11. Addressing the Reading Comprehension Challenges of English Learners in K-12 Classrooms Using Research-Based Practices Fabiola P. Ehlers-Zavala, Colorado State UniversityChapter 12. Socrates Returns to the ClassroomJoan Wink, California State University, Kerry Britton, Hill City Middle School,Dee Hawksworth, Oakdale Junior High School, Tammy Mc Morrow, Indian Creek Elementary School, Debra Schneider, Tracy Unified School District, Chyllis Scott, University of Nevada, Ruthie Wienk, South Dakota State University, Dawn Wink, Santa Fe Community CollegeChapter 13. Mainstream Literacy Teachers in Multilingual and Transnational Learning Communities: Making a Case for TransliteracyDavid Schwarzer, Montclair State University

Daniel and Mokhtari present a cross-curricular guide to integrating the teaching of English as a second language and engaging English-language learners at every grade level from elementary to postsecondary. . . .Though no specific lesson plans are included, the ideas are practical and should be easy to adapt to fit any teacher’s needs, and most chapters include resources for teachers looking to use the ideas in their own classrooms. The text is engaging. . . .Overall, this is a good additional textbook for teacher preservice curricula.