English and Students with Limited or Interrupted Formal Education: Global Perspectives on Teacher Preparation and Classroom Practices

Description

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. Foreword References Acknowledgements Contents About the Editor and Contributors Editor Contributors Chapter 1: Introduction: Students with Limited or Interrupted Formal Education in K-12 and Adult Education Final Comments References Part I: Setting the Foundation: How We Want to Frame Our Conversations About Students with Limited or Interrupted Formal Education Chapter 2: Advancing the Conversation: Humanizing and Problematizing the Conversation About the Students We Call SLIFE Introduction Problematizing SLIFE Problems with Its Deficit Focus and Potential for Enabling Stigmatization Problems with Its Operational Definition for Identification and Placement Purposes Problems with Its Ambiguity for Precise Discourse and Placement Do We Need This Construct? Expanding Definitions of Interrupted and Limited Formal Education: A Case Study from Venezuela Background Information Expanding Our Understanding of Interrupted and Limited Formal Education Final Thoughts Reflection Questions References Part II: Overview of Students with Limited or Interrupted Formal Education Chapter 3: Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK Introduction SLIFE in Primary and Secondary U.S. Classrooms Primary School Secondary School SLIFE in Primary and Secondary Classrooms in Australia, Canada, and the United Kingdom Australia Canada The United Kingdom Challenges SLIFE Encounter in Primary and Secondary Classrooms Identification Age of Arrival Social-Emotional Needs and Integration Language and Literacy Learning Assessments Parental Involvement and Support Final Thoughts Reflection Questions References Chapter 4: Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings Introduction Examination of Adult Learner Population Characteristics Understanding Literacy Reasons for Lower Literacy Strengths Culture and Characteristics of LESLLA Overview of Diverse Learning Settings for LESLLA The United States Canada The United Kingdom England Scotland Wales Ireland Australia Assessment Considerations Main Challenges LESLLA Students Face in Various Learning Settings Cultural and Instructional Differences Classroom Curriculum Time and Language Transfer Social Capital Contributions LESLLA Learners Provide to Their Communities Conclusion Reflection Questions References Chapter 5: Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Education Why Advocacy for SLIFE? SLIFE and Advocacy for Literacy How to Advocate for SLIFE Advocacy in Action for SLIFE Case #1: Maria (as Told by Luis) Case #2: Ana (as Told by Heather) Case #3: Celina (as Told by Luis) Conclusion Reflection Questions Appendices Appendix A: U. S. Student Rights (English Version) Appendix B: Derechos de los estudiantes en los Estados Unidos (Versión en español) Appendix C: (حقوق الطلاب في الولايات المتحدة الامريكية (النسخة العربية Appendix D: Quyền của học sinh Mỹ (Bản dịch Tiếng Việt) Appendix E: 美国学生的权利(中文版) References Chapter 6: Fear Not the Trauma Story: A Trauma-Informed Perspective to Supporting War-Affected Refugees in Schools and Classrooms Learning About Trauma-Informed Teaching Through the Trauma Story The Danger of a Single Story A Humanitarian Background to a Refugee Story Understanding Trauma and Recovery from Trauma The Centrality of the Trauma Story in Healing School: A Hub for Healing Healing in the Classroom Receiving the Trauma Story Responding to the Trauma Story Engaging in Self-Care Caring Is Not Enough A Summary of Recommendations for Educators Reflection Questions References Part III: Pre- and In-service Teacher Preparation Chapter 7: Preparing Pre-service and In-service Teachers to Work with Students with Limited or Interrupted Formal Education Introduction First Study: Ballantyne et al. (2008) Category 1 Category 2 Category 3 Category 4 Category 5 Second Study: Education Commission of the States (2014) What Is the Current State of English Learner Preparation Guidance in School Districts? Why Is Specific Training for Working English Learners in General, and SLIFE in Particular, Necessary and What Is Driving This Push? Are There Exemplar State Requirements Which Could Be Used as the Foundation for Future Regulations Across the US and in Other Countries? What Does TESOL International Association Say About Teacher Preparation for English Learners and Students with Interrupted Schooling? What Are the National Pre-service Standards for TESOL Candidates? What Is the Role of Newcomer Programs for SLIFE? What Common Information Should Be Covered in Pre-service Teacher Preparation Coursework? How Can Local and State Education Agencies Adapt to Better Support Students with Interrupted Education? For Teachers Already Serving in the Classroom, What Topics Should Be Included in Workshops and Other Professional Development Opportunities to Best Equip Them for Assisting Their SLIFE? How Can We Prepare Educators to Support SLIFE with Trauma? Conclusion Reflection Questions References Chapter 8: Making Space for Students with Limited or Interrupted Formal Education in Teacher Education Introduction Understanding Learning Paradigms Changing Mindsets Implementing MALP in Teacher Education Programs Yanni’s Dance Project Sample Student Paragraph Conclusion Reflection Questions References Chapter 9: Transforming ESL Pedagogies: A Teacher’s Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE Data Collection and Analysis Sara’s Story Pre-Service Education Did Not Prepare Me to Teach SLIFE Developing a Sense of Empathy for Newcomers Struggling with a Sense of Low Self-Efficacy Favoring Curriculum-Centered Pedagogy Letting Students Take the Lead—A Paradigm Shift in the Making Moving Toward a Student-Centered Approach The Power of Collegial Collaboration Identifying and Meeting Students Where They Are At Enhancing Student Engagement Through Small Group Instruction Contextualizing Curriculum by Connecting to Students’ Personal Experiences Elevating Student Voice Through Text Selection Developing Students’ Self-Awareness of Abilities and Progress Students Becoming Invested in Their Learning A Changed Pedagogical Dynamic Discussion Recommendations for Pre-Service and In-Service  Teacher Education Reflection Questions Appendix: Sample ELD Guided Reading Group Profile Based on Running Record Data References Chapter 10: Best Practices in Meeting the Literacy and Postsecondary Needs of Adolescent Students with Limited or Interrupted Formal Education Introduction SLIFE as a Subgroup of English Learners Characteristics of Adolescent SLIFE Designing an Effective SLIFE Learning Environment Emergent Literacy Instruction, Structured Literacy Approach, and Balanced Literacy Approach Emergent Literacy Instruction First Step: Assessment Second Step: Goal-Setting Conference Third Step: Introduction to Balanced Literacy Stations Competency-Based Training Challenges with SLIFE Instruction and Results Conclusion Reflection Questions Appendices Appendix A: Suggested Steps to Implement Structured and Balanced Literacy Approaches Appendix B: Reading Resources for Adolescent SLIFE References Part IV: Effective Support for Students with Limited or Interrupted Formal Education in K-12 Learning Environments Chapter 11: Fostering the Resilience and Cultural Wealth of Students with Limited or Interrupted Formal Education Introduction Latinx SLIFE Cultural Mismatch and Culturally Sustaining Pedagogies Resilience and Community Cultural Wealth Fostering Sources of Resilience Community Cultural Wealth Discussion: Promoting Cultural Wealth and Knowledge for Latinx SLIFE General Recommendations for Fostering Cultural Wealth and Knowledge Examples of Pedagogical Practices and Activities Academic Socio-emotional Cultural Conclusion Reflection Questions Appendix: Useful Websites References Chapter 12: Supporting Queer SLIFE Youth: Initial Queer Considerations Introduction Queer SLIFE, Queer Youth, Queer Everywhere Challenges Facing Queer SLIFE Youth Legislative, Social, Cultural and Familial Prohibitions No Place Is Safe Limited or Interrupted Schooling for Queer SLIFE Youth Barriers in the U.S. School System Supporting Queer SLIFE Youth: Foundational Queer Considerations Consideration #1: Acknowledging Students’ Identities Consideration #2: Adding the Discourse of Difference Consideration #3: Dropping the Knowledge Incomplete Conclusion Reflection Questions Appendix: Brief Summary of Challenges Queer SLIFE Youth Face in Comparison with Other Students References Chapter 13: Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books Introduction Elementary-Age SLIFE: What Teachers Need to Know Elementary-Age SLIFE: Involving the SLIFE Family Literacy and Wordless Books Literacy Events and SLIFE Families Practical Application of a Family Literacy Event Using a Wordless Book Recommendations Conclusion Reflection Questions References Chapter 14: The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today Introduction Problem-Based Service-Learning: An Introduction Fast Start: How Do I Integrate PBSL Into My Classes? Integrating PBSL into the Classroom: Finding a Topic Strategic Steps to Problem-Based Service-Learning Practical Applications of PBSL for SLIFE Middle School: The Indigenous Garden (Shared by Daniel) High School: Monuments and Landmarks (Shared by Pentón Herrera) Community College: A GED Literacy Program (Shared by Aker) Final Thoughts: The Future Is Here Reflection Questions Appendix: PBSL Backward Planning References Part V: Effective Support for Students with Limited or Interrupted Formal Education in Adult Learning Environments Chapter 15: Our Book: Creating a Scroll-Based Curriculum to Serve Adult SLIFE Introduction Culturally Responsive Teaching Culturally Responsive Teaching and Adult Migrants The Mutually Adaptive Learning Paradigm® (MALP®) A Scroll-Based Curriculum Our Book: How to Develop the Scroll-Based Curriculum How Scroll-Based Curricula Work with Textbooks Practical Application of the Scroll-Based Curriculum Project #1: Where Are You From? Project # 2: What Does the Word “Immigrant” Mean? Project #3: What Happened to Columbus Day? Assessment Projects, Surveys, and Booklets Contextualized Learning and Learners’ Goals Digital Literacy and Distance Learning Conclusion Reflection Questions Appendix: MALP® Teacher Planning Checklist References Chapter 16: The Case for Explicit Instruction for Adult SLIFE Introduction Defining Explicit Instruction Explicit vs. Indirect Instructional Approaches The Case for Explicit Instruction for Novice Learners Learning and the Brain Teaching Implications of Human Cognitive Architecture Are Adult SLIFE Novices? Explicit Instruction in Practice: Case Studies Learning Objectives Concept Development Skill Development Checking for Understanding EDI Implementation Challenges: The Importance of Curriculum and Teacher Content Knowledge Reflection Questions References Chapter 17: Toward Participatory Digital Visual Methods (PDVMs) to Support LESLLA Learners: Theoretical and Practical Considerations for Practitioner-Researchers Introduction Background of Participatory Digital Visual Methods PDVMs’ Relevance in Supporting LESLLA Learners Photo-Elicitation PhotoVoice, VideoVoice, and Community Filmmaking PhotoVoice VideoVoice and Community Filmmaking Pedagogical Implications of PDVMs for LESLLA Learners Considerations for Practical Implications Integrating PDVMs with LESLLA Learners: Example Projects Project 1: PhotoVoice Through Service-Learning and Community Mural Conclusion Reflection Questions References Chapter 18: Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling Introduction Babies vs. Literate Post-puberty L2 Learners Can-Do Levels Seminal Studies of Post-puberty Learners’ L2 Morphosyntax Stages of Morphosyntax Acquisition Organic Grammar Errors Are Not Random Conclusion Reflection Questions References Chapter 19: “We Should Learn English to Solve Our Problems”: Strategies to Support Adult ESL Learners with Emergent Literacy Introduction Instructional Strategies for LESLLA Learners Exploration of Practices Discussion Challenges Strengths Instructional Strategies Conclusion Reflection Questions References