Information about integrating multiple languages into writing instruction can be found in Danling Fu's book, Writing Between Languages: How English Language Learners Make the Transition to Fluency, especially in chapters 5 and 7. (https://www.heinemann.com/products/e01395.aspx#fulldesc)

Information about and suggestions for responding to elementary and middle school level ELL needs can be found within the "CLEARINGHOUSE™ EDUCATOR’S PRACTICE GUIDE: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School," especially in recommendation 4 starting on page 59. (https://ies.ed.gov/ncee/wwc/Docs/practiceguide/english_learners_pg_040114.pdf)

Episode 2 of Writing Across Cultures. Thank you to Mrs. Tooley for agreeing to this interview. My email for contact: toniaguiar02@gmail.com

Episode 2: Mrs. Tooley Interview

Sources, listed in order of mention:

Bureau, US Census. “Language Spoken at Home.” Census.gov, 8 Mar. 2022, https://www.census.gov/acs/www/about/why-we-ask-each-question/language/.

“Information Elevated: Number of Identified English Learners.” NCELA, https://ncela.ed.gov/resources/media-information-elevated-number-of-identified-english-learners.

The Routledge Handbook of Sociocultural Theory and Second Language Development, edited by James P. Lantolf, et al., Taylor & Francis Group, 2018. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/byu /detail.action?docID=5430433.

Olson, Carol Booth, et al. “The Write Stuff.” Educational Leadership, vol. 73, no. 5, Feb. 2016, pp. 38–44. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=eric&AN=EJ1089882&site=ehost- live&scope=site.

Cuba, M. J. (2020). Frontloading Academic Vocabulary for English Learners With Disabilities in an Integrated Classroom Setting. Intervention in School and Clinic, 55(4), 230–237. https://doi.org/10.1177/1053451219855736

Baker, Scott, et. al. “Teaching academic content and literacy to English learners in elementary and middle school” (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx.

Fu, Danling. Writing between Languages: How English Language Learners Make the Transition to Fluency, Grades 4-12. Heinemann, 2009.

Wang, Huan. Writing between Languages: How English Language Learners Make the Transition to Fluency, Grades 4-12. vol. 15, , 2015, https://search.lib.byu.edu/byu/record/edsbyu.edo.109275817.

"Critical Digital Literacies: Boundary-Crossing Practices." ProtoView, July 2021, p. NA. Gale Academic OneFile, link.gale.com/apps/doc/A694935961/AONE?u=byuprovo&sid=bookmark-AONE&xid=806945d6. Accessed 5 Mar. 2023.

Contact me: toniaguiar02@gmail.com

Episode 1: Overview of best practices (Quick tips and tricks)

Sources, in order of mention:

García,  O.  (2020).  Translanguaging  and  Latinx  bilingual  readers.  The Reading Teacher, 73(5),  557– 562. https://doi.org/10.1002/trtr.1883

Gonzales, Grace C., and Emily Machado. "Taking the Leap: Supporting Multilingual Writers Through Translanguaging." The Reading Teacher, vol. 75, no. 6, 2022, pp. 685-692, https://doi-org.byu.idm.oclc.org/10.1002/trtr.2097, doi:10.1002/trtr.2097.

Seltzer, K. (2019), Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom. TESOL Q, 53: 986-1007. https://doi-org.byu.idm.oclc.org/10.1002/tesq.530

Contact me: toniaguiar02@gmail.com

New tracks tagged #EnglishLanguageLearners