Pennell
Retired Educator
Bergenfield High School
Bergenfield, NJ
Judith Quon
Teacher
Apple Valley Unified School District
Apple Valley, CA
Barbara Smith
Reading Teacher
Mattituck Cutchogue UFSD
Cutchogue, NY
About the Authors
The Freemans have authored books, articles, and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books published by Heinemann include Dual Language Essentials for Teachers and Administrators, 2nd edition; ESL Teaching: Principles for Success, 2nd edition; Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition; Between Worlds: Access to Second Language Acquisition, 3rd edition; Academic Language for English Language Learners and Struggling Readers; La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión,
In addition, the Freemans have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals and Research on Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals (Emerald Publishing), and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas (Heinemann).
Part One The Equitable Access Approach
As the number of English learners in schools across the country increases, more and more mainstream teachers are teaching in classes that include both native English speakers and English learners. These teachers are expected to help all their students meet rigorous college and career readiness Standards using a language arts curriculum designed for native English speakers. To meet the demands now placed on teachers, we have designed the Equitable Access Approach (EAA) for English learners. This approach is not simply an add-on for English learners. Rather it is a way of teaching that can help the diverse students in language arts classrooms meet the challenge of the Standards and become successful readers and writers.
English learners are also referred to as emergent bilinguals (EBs), English language learners (ELLs), multilingual language learners (MLLs), and second language learners. We will use different terms throughout the book; however, the term we prefer is emergent bilinguals because this term emphasizes that as these students learn English, they are becoming bilingual and that being bilingual is an asset.
In this book, we present foundational concepts that help teachers support English learners as they read, write about, and discuss their language arts curriculum. We demonstrate how these concepts are put into practice by describing in detail four commonly taught English language arts units. The units we describe show how teachers in mainstream classes can differentiate their language arts curriculum to make it accessible to all their students, including their emergent bilinguals.
We encourage teachers to read and discuss this book in pairs or groups, preferably with colleagues teaching in the same school or district. However, this book is meant for individual teachers as well. When reflection activities are suggested, we encourage all readers to consider the reflections. If there are not others to talk with, readers might jot down thoughts to come back to as they continue through the book and try out the strategies suggested.
In this Part One section, we introduce the Equitable Access Approach and encourage readers to think about, analyze, and talk about their language arts reading programs. In Part Two, we present the units through a description of how four teachers, two lower elementary and two upper elementary, give equitable access to their language arts curriculum and draw upon key concepts that support all students, especially English learners. The teachers we describe all follow important practices for teaching emergent bilinguals as they teach the units. At the beginning of each chapter, we present a key concept teachers can apply as they teach emergent bilingual students. Next, as we describe the activities in the unit, we show how the teacher implements the key concept.
In Part Two, Chapter Two, “Language Objectives: A Seeds, Plants, and Plant Growth Unit,” we introduce how teachers write and implement language objectives to help students meet the academic content objectives required in the Standards. In Part Two, Chapter Three, “Making the Input Comprehensible: A Habitats Unit,” we provide specific ways teachers can make their instructional input comprehensible, including how teachers can draw on their students’ first languages even when the teachers themselves don’t speak them. In Chapter Four, “Characteristics of Texts That Support Readers: Our Amazing Oceans Unit,” we provide a list of the characteristics of texts that support readers and a rubric that helps teachers determine the cultural relevance of texts for their students. In the final chapter, Chapter Five, “Teaching Academic Language and Meaningful Content: Our Earth, Natural Disasters Unit,” we explain how teachers can help students develop academic content knowledge and develop greater academic language proficiency in the context of a unit on natural disasters.
When teachers adopt the Equitable Access Approach, which is designed to help all students meet the Standards, their emergent bilinguals succeed, and they find the language arts curriculum more meaningful and engaging. At the same time, teachers get to know their students so that they can better meet their needs. They draw on their students’ language and cultural resources to enrich classroom discussions and activities. They approach reading in meaningful ways by supporting them and then gradually releasing the responsibility for reading to the reader. Through engaging students actively, they help them develop both academic English and content knowledge.
Why This Book?
This book is intended to meet the needs of novice and experienced teachers across the country who are required to use language arts materials designed for native English speakers in classrooms
