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8
New Releases
New
“Educators of ELLs from
preschool to high school
will find something to
learn from in this book.”
—Kathy Escamilla,
University of Colorado
at Boulder
Learning from Culturally and
Linguistically Diverse Classrooms
Using Inquiry to Inform Practice
Edited by Joan C. Fingon, professor, Reading and Education at
California State University–Los Angeles, and Sharon H. Ulanoff,
professor, Bilingual/Multicultural and Literacy Education, California
State University–Los Angeles
Foreword by Douglas Fisher
“Takes us inside classrooms and helps us identify what quality
instruction for diverse learners should look like.”
—From the Foreword by Douglas Fisher,
San Diego State University
“Fingon and Ulanoff have compiled a set of bold and authentic
classroom studies to inform teaching and learning practices, and
ultimately to improve education for minoritized children.”
—Christian Faltis, editor of Teacher Education Quarterly
The authors demonstrate how teachers and researchers develop
instructional practices based on multiple languages and the
literacy contexts of their schools. They describe classrooms where
literacy and learning is encouraged and respected, highlighting best
practices for classrooms that include English language learners.
This valuable book will inform all educators interested in classroom
literacy research and how it supports achievement for diverse
students. It features contributions from authors at the forefront of
teacher research that hold the most promise for initiating change.
Aug 2012/208 pp./PB, $36.95/5344-6/HC, $80/5345-3
Language and Literacy Series
“Teaching to take advantage
of the linguistic and
cultural diversity present
in your classroom makes
it more likely that your
students will become
readers. It will also make
you a more effective
teacher. This book will
assist you in achieving
both goals.”
—Richard L Allington,
University of Tennessee
Be That Teacher!
Breaking the Cycle for Struggling Readers
Victoria J. Risko, professor of education emerita at Vanderbilt
University’s Peabody College, Nashville, Tennessee, and 2011–2012
president of the International Reading Association, and
Doris Walker-Dalhouse, associate professor of reading, Department
of Educational Policy and Leadership, Marquette University College of
Education, Milwaukee, Wisconsin
Forewords by Richard L. Allington and Timothy V. Rasinski
“I hope every teacher and every teacher-in-training has the
opportunity to engage in thoughtful reading, discussion, and
planned action related to the content of this powerful volume.”
—Timothy V. Rasinski, Kent State University
The authors include case studies from diverse primary and intermediate/middle
school classrooms to show how instruction can be
implemented and adjusted to accommodate students’ individual
differences—differences that are influenced by their schools and
instructional backgrounds, their cultural and linguistic histories,
their interests and activities, their reading and writing habits in and
out of school, and their understandings and misunderstandings
about texts, print, and digital media. Pre- and inservice teachers
are invited to analyze and reflect about each case presented to
help them provide the type of instruction that will change the
trajectory for students who continue to fail in reading.
May 2012/224 pp./PB, $33.95/5322-4
large format
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