Using a growth-oriented, multilingual view of English and bilingual learners, this text provides a research-based, flexible, and practical approach for serving a wide variety of students in different types of language education programs.
Anchored in a student-centered approach for collecting and interpreting data in English (in the English as an additional language strand) and English/Spanish (in the advancing and emerging bilingual strands), the Literacy Club (LC) provides students with small group guidance using optimal instructional strategies that are scaffolded, differentiated, and focused on developing oracy, literacy, and metalanguage. The book defines and illustrates the difference between scaffolded learning activities (instruction that includes supports for guiding students to greater independence) and differentiated learning activities (changing the material and assessment to meet students’ needs) as it takes readers through the four components of the LC (focus book, word work, rereads, and writing). All the examples illustrate the pedagogical principles of the LC, such as integrating all four language domains (listening, speaking, reading, and writing), the importance of meaningful context for literacy development, building on what students already know and can do linguistically and culturally, and providing intensive instruction in areas identified by formative and summative assessment in either English only or Spanish and English.
This flexible approach reflects best practices and research in the fields of language development, literacy, and biliteracy. It also embraces professional collaboration and teacher expertise as key tenets in designing appropriate interventions.