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Bibliographic Record Display

• Title:No more low expectations for English learners / Julie Nora, Jana Echevarria.
  
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• Author/Creator:Nora, Julie, author.
  
• Other Contributors/Collections:Echevarría, Jana, 1956-
  
• Published/Created:Portsmouth, NH : Heinemann, [2016]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: PE1128.A2 N643 2016
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:English language--Study and teaching--Foreign speakers.
  
• Description:viii, 85 pages : illustrations ; 23 cm
  
• Series:Not this, but that.
  
• Notes:Includes bibliographical references (pages 79-85).
  
• ISBN:9780325074719 (pbk. ; alk. paper)
  0325074712 (pbk. ; alk. paper)
  
• Contents:Machine generated contents note: Section 1 NOT THIS
  No More Deficit-Oriented Instruction / Julie Nora
  We Deny English Learners Access When We
  Don't Gear Instruction Toward College Readiness
  Don't Give Students Access to Mainstream Classes
  Mistake Language Development with Lack of Effort
  Don't Give Students Opportunities to Use Language While They Are Learning Language
  Don't Incorporate Explicit Language Teaching with Content Instruction
  Limit Our Teaching to Basic Skills
  Focus Solely on Vocabulary
  Ignore the Progression of Language Development
  Ignore the Need to Learn About and Affirm Student Identity
  Don't Communicate with Their Families
  Insist on English-Only Policies
  Overidentify English Learners for Special Education
  Underidentify English Learners for Special Education
  Seeing English Learners Through a Deficit Lens
  Education Should Promise Opportunity
  Section 2 WHY NOT? WHAT WORKS?
  Why Having High Expectations Matters and How to Support Academic Achievement / Jana Echevarria
  Does Teacher Attitude Affect Student Achievement?
  Asset Orientation
  How Long Does It Take to Learn Academic English?
  Explicit English Language Teaching
  What Supports Are Necessary for Providing Access to Grade-Level Content?
  SIOP Professional Development Framework
  Summary
  Section 3 BUT THAT
  Teaching from an Asset Perspective / Julie Nora
  Students Are More Than "English Learners"
  Affirm Student Identity
  Learning Is Language-Based
  Value and Build on Students' Native Languages
  Model and Create Opportunities to Use Academic Language
  Provide Feedback That Recognizes Approximation
  Use Wait Time
  Create a Safe Classroom Environment That Values Risk-Taking
  Teach Self-Advocacy
  Establish and Monitor Language Expectations
  High Expectations Through Access to Grade-Level Content
  Build Background Knowledge
  Teach Thinking Strategies.