Overview

This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments.  This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.  The book is of interest to teacher educators, in-service and pre-service teachers, Englishliteracy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

Full Product Details

Author:   Luis Javier Pentón Herrera
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2022
Volume:   54
Weight:   0.740kg
ISBN:  

9783030869625

ISBN 10:   3030869628
Pages:   355
Publication Date:   26 February 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

  Foreword by: Dr. Brenda Custodio Preface Acknowledgements   Part I. Overview of students with limited or interrupted formal education   Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms Author: Luis Javier Pentón Herrera, Ph.D., American College of Education   Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings Author: Jamie Harris, M.Ed., Maryland Department of Labor   Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education Authors: Heather Linville, Ph.D., University of Wisconsin, La Crosse Luis Javier Pentón Herrera, Ph.D., American College of Education   Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University     Part II. Teacher preparation programs   Chapter 5: Teacher preparation in the US for working with SLIFE Authors: Brenda Custodio, Ph.D., Ohio State University Judith B. O’Loughlin, M.Ed., Language Matters, LLC   Chapter 6: Understanding SLIFE in teacher preparation programs Authors: Andrea DeCapua, Ed.D., New York University and University of North Florida Helaine W. Marshall, Ph.D., Long Island University – Hudson Campus   Chapter 7: Shifting ESL pedagogies: Following a teacher’s journey to respond to educational needs of adolescent refugees with limited or interrupted formal education Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board M. Kristiina Montero, Ph.D., Wilfrid Laurier University   Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE Authors: Michelle Ivette Marrero, Ed.D., Arlington Public Schools Charlene Désir, Ed.D., Nova Southeastern University     Part III. Effective support for SLIFE who are ELs in K-12 learning environments   Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz Alicia Alvarez, University of California, Santa Cruz   Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond Authors: Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University   Chapter 11: Supporting elementary-age ELs with limited or no formal school Authors: Judith Cruzado-Guerrero, Ph.D., Towson University Gilda Martínez-Alba, Ed.D., Towson University   Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today Authors: Margaret Aker, Ph.D., Concordia University Chicago Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago Luis Javier Pentón Herrera, Ph.D., American College of Education     Part IV. Effective support for SLIFE who are ELs in adult learning environments   Chapter 13: Implementing MALP© in Refugee-Background Adult Education Author: Nan Frydland, MFA, M.S.Ed., Frydland & Co., LLC   Chapter 14: The case for direct, explicit instruction for adult refugee SLIFE Authors: Zohar Friedman, M.A., Tel Aviv University Rachel Joyce Laitflang, M.A., Tel Aviv University Alon David Pilosoph, M.A., Tel Aviv University   Chapter 15: Using participatory arts to uncover adult latinx language learner identities and agency Author: Andrea Enikő Lypka, M.Ed., Ph.D. Candidate, University of South Florida   Chapter 16: The importance of morphosyntax for post-puberty immigrants with little or no formal schooling Authors: Egle Mocciaro, Ph.D., Silesian University of Opava Martha Young-Scholten, Ph.D., Newcastle University   Chapter 17: “We should learn English to solve our problems”: Strategies to support Emergent-literacy adult ESL learners Author: Tabitha Kidwell, Ph.D., American University

Reviews

Author Information

Dr. Luis Javier Pentón Herrera is an award-winning language and literacy educator. In 2018, his doctoral dissertation became the recipient of Association of Literacy Educators and Researchers (ALER)’s 2018 Outstanding Dissertation Award. Dr. Pentón Herrera's recognitions and honors include Emerging Leader in TESOL from TESOL International Association and J. Estill Alexander Future Leader in Literacy Award from ALER. He currently serves as Maryland TESOL’s Past President (2019-2020).

Tab Content 6

Author Website:  

Customer Reviews

Recent Reviews

No review item found!

Add your own review!

Countries Available

All regions