Issue theme: ELL and the English/Language Arts
Lisa Scherff and Susan L. Groenke, editors
Dr. R. Joseph Rodriguez, Director of the Language Acquisition Center at the University of Houston and longtime bilingual teacher of ELL students, sets the stage with the basic premises that we must respect and incorporate ELLs’ home languages and cultures, create a classroom environment that connects those language and cultures, and use multiple strategies to support comprehension. By valuing our students’ experiences, we invite them to share preexisting and relevant background knowledge. The authors in this issue build and reflect on these premises by depicting model schools and programs, reflecting on the challenges of teaching ELL students, and introducing Arturo, a boy with lessons for us all.
What Students See, Hear, and Do: Language As an Asset at the Bay School
by Noah Borrero
Learning English with High-Interest, Low-Vocabulary Literature: Immigrant Students in a High School New-Arrival Center
by María Fránquiz
Discomfort, Deficiency, Dedication: Preservice Teachers Voice Their ELL Related Concerns
by Wendy J. Glenn and Mileidis Gort
Call for Manuscripts
What We Learned from Arturo: Helping ELLs Take Part in Classroom Conversations
by Margaret Warner and Rebecca Moore
Book Review: Teaching Reading to English Language Learners, Grades 6–12: A Framework for Improving Achievement in the Content Areas
[reviewed by Clara Brown]
CEL Chair’s Convention Highlights
Proposal Form for CEL in San Antonio
ELQ Volume 30, Number 3, February 2008
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