By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the ‘code’ that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma Le Moine to share every teacher’s need-to-know strategies on the four essential components of academic language.
The subject of this volume is culture. Here, Noma Le Moine makes clear once and for all how culturally and linguistically responsive pedagogy validates, facilitates, liberates, and empowers ethnically diverse students. With this volume as your roadmap, you’ll learn how to:
- Implement instructional strategies designed to meet the linguistic and cultural needs of ELLs and SELs
- Use language variation as an asset in the classroom
- Recognize and honor prior knowledge, home languages, and cultures
The culture and language every student brings to the classroom have vast implications for how to best structure the learning environment. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series as an all-in-one instructional plan for closing the achievement gap.
Table of Content
AcknowledgmentsAbout the Authors
1. Introduction to the Book Series
2. Abbreviated Literature Review: The Case for Culturally Relevant and Linguistically Responsive Pedagogy
3. Practical Application: Culturally and Linguistically Responsive Instructional Strategies That Advance Learning in EL and SEL Populations
4. Fostering Literacy With CLRP
5. Assessing for Culturally and Linguistically Responsive Indicators
6. Conclusions, Challenges, and Connections
Epilogue: The Vision
References
Index
About the author
Dr. Noma Le Moine’s career in education spans 35 years. She is a nationally recognized expert on issues of language and literacy acquisition and learning in African American and other Standard English Learner Populations. She has written and spoken extensively on the topic and is a highly sought-after consultant to colleges, universities, and school districts nationwide. Dr. Le Moine holds a Ph.D. in Education from the University of Southern California with a specialization in Language, Literacy, and Learning and she holds two Master’s degrees. For twenty years, Dr. Le Moine served as Director of the Los Angeles Unified School District’s Academic English Mastery Program and ten years as Director of the District’s Closing the Achievement Gap Branch. In this role, Dr. Le Moine oversaw implementation of the District’s closing the achievement gap initiatives intended to eliminate disparities in educationaloutcomes for thousands of under-achieving students. During this period the district saw improved academic achievement scores in both African American and Latino/Hispanic student populations. Dr. Le Moine also directed in 81 schools the District’s Academic English Mastery Program, which supported teachers, administrators, and paraeducators in effectively incorporating culturally and linguistically responsive pedagogy into core instruction. Under Dr. Le Moine’s visionary leadership, the Academic English Mastery Program became a national model for addressing the language, literacy and learning needs of African American and other students for whom Standard English is not native. The Program has been featured on 60 Minutes, in periodicals including Education Week and Teacher Magazine, in the PBS Documentary “Do You Speak American” and has been lauded by the linguistic community as the exemplary instructional model for addressing the language acquisition needs of African American Standard English Learners (SELs).Dr. Le Moine has served over ten years as adjunct professor at several California universities and colleges. Her research interests and expertise include language and literacy acquisition in Standard English Learner (SEL) populations, methodologies for improving learning in culturally and linguistically diverse students, and the impact of teacher training on classroom instruction. Dr. Le Moine writes curriculum, designs and conducts professional development for teachers, administrators, paraeducators, and parents and consults with institutions of higher learning and K-12 schools relative to advancing learning in traditionally underachieving students. She has conducted seminars and been guest lecturer at Universities and Colleges throughout the United States including Harvard University, Dartmouth College, Stanford University, University of Southern California, University of California at Berkeley and at Los Angeles, the University of Massachusetts at Amherst, the University of Minnesota at Minneapolis, and others, and at school districts throughout the United States and Canada. Dr. Le Moine has served on numerous Education committees including as a member of the California State Department of Education’s Exemplary Schools CoMore ebooks from the same author(s) / Editor
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