Multilingual Literacy, Grades 4–12: What You Need to Know About Teaching Reading to Emergent English Learners (Evidence-based reading strategies for multilingual learners)

Adolescent multilingual learners need reading instruction in every content classroom. Authors Margarita Espino Calderón and Karen Johannesen Brock provide an evidence-based, whole-school guide that bridges the research on reading with second-language learning. Get practical instructional strategies for vocabulary, reading comprehension, writing, and academic discourse to help core content teachers set a new standard for literacy and achieve equitable student success.

Grades 4–12 classroom teachers, specialist teachers, and school leaders can use this book to:

• Discover new research-validated methods and approaches to literacy instruction for multilingual learners
• Improve multilingual learners' vocabulary acquisition through preparation and discussion of assigned texts
• Merge the science of reading and second-language learning practices to enhance multilingual learners' literacy
• Enforce language and literacy development through peer discussions and writing tasks
• Receive recommendations for coaching teachers and professional learning for each component
• Shape educational policy that promotes a healthy school culture in support of multilingual learners

Contents:
Introduction
Chapter 1: Who Are the Multilingual Learners?
Chapter 2: What Does the Research Say About Teaching Language and Literacy For Multilingual Learners?
Chapter 3: The Right To Read Starts With Vocabulary—Building Vocabulary, Discourse, and Background Knowledge as the Foundation for Reading Well
Chapter 4: MLS’ RIGHT TO READ! How to Integrate the Science of Reading, Second Language Learning, More Student Talk, and Core Content
Chapter 5: THE RIGHT TO WRITE! Talking to Learn to Write
Chapter 6: What Does a Whole-School Approach to Language, Literacy, and Content Look Like?
Final Thoughts
References and Resources
Index