• Home /
  • English Learner Literacy in Elementary Schools

English Learner Literacy in Elementary Schools

Instructional Quality, Professional Development, and the Impact of COVID-19
Artikelnummer: 978-1-80686-012-8
Einband: Kartonierter Einband (Kt)
Verfügbarkeit: Noch nicht erschienen, Oktober 2026
CHF 38.50
decrease increase

As the United States' English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instructional quality, professional development, and the impact of COVID-19 on ELL education across rural and urban districts in Indiana.

Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn't, for ELLs in elementary settings. From quantifying literacy practices to evaluating year-long professional development programs and analyzing pandemic-era adaptations, this book delivers actionable strategies for educators, researchers, and policymakers.

With a focus on Indiana as a lens into national challenges, English Learner Literacy in Elementary Schools showcases new methods and frameworks for equitable, culturally responsive instruction. Whether in times of stability or crisis, it equips readers with the tools to support ELLs more effectively, wherever they teach.

As the United States' English Language Learner (ELL) population grows, so does the need to understand how literacy instruction truly unfolds in classrooms, especially in under-resourced and rapidly changing communities. This timely publication presents findings from three interconnected studies that explore instructional quality, professional development, and the impact of COVID-19 on ELL education across rural and urban districts in Indiana.

Drawing on over 150 hours of classroom video and grounded in social constructivism, translanguaging pedagogy and Purdue English Language Development (ELD) Framework, the research offers rare, granular insights into what works, and what doesn't, for ELLs in elementary settings. From quantifying literacy practices to evaluating year-long professional development programs and analyzing pandemic-era adaptations, this book delivers actionable strategies for educators, researchers, and policymakers.

With a focus on Indiana as a lens into national challenges, English Learner Literacy in Elementary Schools showcases new methods and frameworks for equitable, culturally responsive instruction. Whether in times of stability or crisis, it equips readers with the tools to support ELLs more effectively, wherever they teach.

Schreiben Sie Ihre eigene Bewertung
  • Nur registrierte Benutzer können Produkte bewerten
*
*
Schlecht
Sehr gut
*
*
*
*
VerlagEmerald Publishing Limited
EinbandKartonierter Einband (Kt)
Erscheinungsjahr2026
Seitenangabe176 S.
AusgabekennzeichenEnglisch
MasseH21.6 cm x B13.8 cm x D0.9 cm
ReiheEmerald-Purdue Research Impact Series
AutorLi, Haiyan / Wright, Wayne E.

Alle Bände der Reihe "Emerald-Purdue Research Impact Series"

Über den Autor Haiyan Li

Haiyan Li is a Lecturer in the College of Liberal Arts at Purdue University, USA. Her research centres on bilingualism and biliteracy in multilingual classrooms, with a focus on literacy curriculum design, computer-assisted instructional strategies for ELL/ESL learners, and educator professional development. Wayne E. Wright is the Associate Dean for Research, Graduate Programs, and Faculty Development and the Barbara I. Cook Chair of Literacy and Language in the College of Education at Purdue University, USA. He is an award-winning scholar who has published widely on language policy and multilingual learner education.

Weitere Titel von Haiyan Li

Produktbewertungen
Nur registrierte Benutzer können Produkte bewerten