{"product_id":"english-learners-academic-literacy-and-thinking-learning-in-the-challenge-zone-paperback","title":"English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone - Paperback","description":"\u003cdiv\u003e\u003cp style=\"text-align: right;\"\u003e\u003ca href=\"https:\/\/reportcopyrightinfringement.com\/\" target=\"_blank\" rel=\"nofollow\"\u003e\u003cb\u003eReport copyright infringement\u003c\/b\u003e\u003c\/a\u003e\u003c\/p\u003e\u003c\/div\u003e\u003cp\u003eby \u003cb\u003ePauline Gibbons\u003c\/b\u003e (Author)\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eFor educators individually and collectively who aspire to implement a curriculum based on intellectual quality, and who recognize the importance of infusing the teaching of academic literacy across the curriculum, Pauline Gibbons' book provides inspiration and guidance. The wealth of classroom examples based on actual practice convincingly refutes the argument, reflected in much current practice, that EL and low-income students are incapable of benefiting from an intellectually challenging, inquiry-based curriculum.\u003c\/em\u003e\u003c\/p\u003e \u003cstrong\u003e-Jim Cummins\u003c\/strong\u003e University of Toronto Deep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English learners, to reach these high expectations. In \u003cem\u003eEnglish Learners, Academic Literacy, and Thinking\u003c\/em\u003e\u003cem\u003e, \u003c\/em\u003e Pauline Gibbons presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice. Gibbons (author of \u003cem\u003eScaffolding Language, Scaffolding Learning\u003c\/em\u003e) presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: \u003cul\u003e \u003cli\u003eengaging deeply with intellectual contexts \u003c\/li\u003e \u003cli\u003edeveloping academic literacy \u003c\/li\u003e \u003cli\u003eemploying reading strategies and improving comprehension \u003c\/li\u003e \u003cli\u003egaining writing independence and learning content-area genres \u003c\/li\u003e \u003cli\u003eusing classroom talk to make sense of new concepts and as a bridge to writing. \u003c\/li\u003e \u003c\/ul\u003e Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. Gibbons makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students. \u003cem\u003eEnglish Learners, Academic Literacy, and Thinking\u003c\/em\u003e supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for inservice training and college courses and provides an ideal basis for a schoolwide response to the growing challenges of raising the achievement of English language learners.\u003ch3\u003eAuthor Biography\u003c\/h3\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003ePauline Gibbons taught postgraduate and undergraduate TESOL courses at the University of Technology, Sydney, for many years, and is now an Adjunct Professor at the University of New South Wales, Sydney. She is also an independent EL consultant and her work with teachers has taken her to Hong Kong, Sweden, Laos, Singapore, Indonesia, Thailand, China, South Africa, Marshall Islands, Iran, Germany, UK, and USA. She has published extensively in EL education, including Bridging Discourses in the ESL Classroom: students, teachers and researchers (Continuum, 2006), and two other Heinemann books: Learning to Learn in a Second Language (1993) and English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone (2009).\u003c\/p\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eNumber of Pages:\u003c\/strong\u003e 208\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eDimensions:\u003c\/strong\u003e 0.42 x 9.28 x 7.31 IN\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003eIllustrated:\u003c\/strong\u003e Yes\u003c\/div\u003e\n            \u003cdiv\u003e\n\u003cstrong\u003ePublication Date:\u003c\/strong\u003e April 01, 2009\u003c\/div\u003e\n            ","brand":"BooksCloud","offers":[{"title":"Default Title","offer_id":53246616076595,"sku":"9780325012032","price":71.06,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0300\/5595\/6612\/files\/L3kzVXFHVVZDd2I0clFudnFBcFQwUT09.webp?v=1776291334","url":"https:\/\/www.vysn.com\/products\/english-learners-academic-literacy-and-thinking-learning-in-the-challenge-zone-paperback","provider":"VYSN","version":"1.0","type":"link"}