Progressing Students' Language Day by Day
Autor Alison L. Bailey, Margaret Heritageen Limba Engleză Paperback – 6 feb 2019
Considerăm acest volum o resursă de referință profesională esențială pentru cadrele didactice din învățământul primar și gimnazial, precum și pentru studenții de la licență și master în științele educației. Progressing Students' Language Day by Day propune o metodologie riguroasă pentru integrarea dezvoltării limbajului în predarea disciplinelor academice, punând accent pe abordarea Dynamic Language Learning Progression (DLLP). Notăm cu interes modul în care autorii Alison L. Bailey și Margaret Heritage reușesc să transforme evaluarea formativă dintr-un proces abstract într-un instrument cotidian de monitorizare a progresului lingvistic. Structura volumului este organizată strategic pentru a facilita implementarea imediată. Prima parte pune bazele teoretice și contextuale, în timp ce a doua parte analizează progresiv caracteristicile limbajului, de la unitatea cuvântului și structura propoziției până la complexitatea discursului academic. Cititorii familiarizați cu English Language Learners Day by Day, K-6 de Christina M. Celic vor aprecia modul în care acest volum aduce un plus de rigoare metodologică prin modelul DLLP, oferind protocoale de cercetare și instrumente specifice de documentare a trăsăturilor lingvistice în clasă. Această lucrare se înscrie organic în opera autorilor, completând temele explorate în Formative Assessment for Literacy, Grades K-6 sau Language, Literacy, and Learning in the STEM Disciplines. Dacă lucrările anterioare se concentrau pe discipline specifice sau pe alfabetizarea generală, volumul de față rafinează mecanismele de evaluare zi de zi, oferind o soluție practică pentru gestionarea diversității lingvistice. Stilul este unul aplicat, fiecare capitol fiind susținut de anexe ce permit exersarea identificării nivelului de sofisticare a vocabularului sau a formelor verbale, asigurând o progresie narativă orientată spre rezultate palpabile în sala de curs.
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Specificații
ISBN-10: 1506358837
Pagini: 240
Dimensiuni: 174 x 254 x 16 mm
Greutate: 0.48 kg
Ediția:1
Editura: Sage Publications, Inc
Locul publicării:Thousand Oaks, United States
De ce să citești această carte
Recomandăm această carte educatorilor care doresc să sprijine elevii în procesul de însușire a limbii engleze fără a neglija conținutul materiilor de studiu. Cititorul câștigă acces la modelul DLLP, un sistem structurat de evaluare formativă care permite ajustarea instruirii în timp real. Este un ghid practic ce oferă fișe de autoevaluare și protocoale clare, transformând provocarea diversității lingvistice într-o oportunitate de progres academic monitorizat.
Despre autor
Alison L. Bailey și Margaret Heritage sunt cercetători și autori de prestigiu în domeniul educației, cu o expertiză vastă în evaluarea formativă și dezvoltarea limbajului academic. Margaret Heritage este recunoscută pentru contribuțiile sale privind standardele educaționale și integrarea elevilor multilingvi, publicând lucrări de referință care pun accent pe procesul de învățare ca activitate socială și de dezvoltare. Alison L. Bailey a explorat în profunzime intersecția dintre alfabetizare, limbaj și disciplinele STEM, precum și impactul echității sociale asupra evaluării. Împreună, aceștia oferă o perspectivă bazată pe cercetare și practică pedagogică, adaptată nevoilor actuale ale claselor diverse.
Descriere scurtă
Recenzii
"I see the need most immediately when teachers tell me standards-based assessments don’t reflect what they know their students know. What they are really saying is their students lack the language skills to provide rigorous, academic explanations of their knowledge. As a former science teacher, I could not be satisfied with watching a student engage in a lab activity. They also needed the scientific language skills to explain what they had done and what their results were. Guessing that they understood the concepts while failing to nourish and build their scientific language skills meant I was only doing half my job.
"The DLLP provides the tools to dig in and understand where students are in terms of their specific language development, and gives insight to every teacher on how to support and build those skills. The progressions are clear and intuitive, you don’t need to be a linguistics expert to work with them. In my role as a program developer the DLLP has been a game changer, giving ME a language and a skill I can support and nurture in all the teachers I work with."
"Despite the importance of language development for English Learner (EL) school success, teachers have surprisingly few research-based tools that enable them to observe and guide the language development process as it unfolds. This book provides “Dynamic Language Learning Progressions” that serve as a clear and easy-to-use framework for maximizing language learning and promoting formative progress monitoring in classrooms. WIDA is thrilled to have sponsored this ground-breaking work."
"While teaching academic core content is what teachers focus on, teaching the language of the content to support English learners is a challenge. Alison Bailey, Margaret Heritage and colleagues skillfully weave these two together. They provide strategies for teachers to not only make the content language accessible to students, but also to demonstrate how to assess students’ ability to explain the content being taught through the DLLP. Teachers at Hope Online Learning Academy have begun implementing the DLLP. One teacher commented, “When I started applying more language strategies to whole group instruction, I noticed a difference in my students' oral language progressions.” The DLLP strategies in Progressing Language Day-by-Day will benefit all teachers who work with English learners."
"Progressing Students’ Language Learning Day by Day is a practical guidebook which should be on every teacher’s bookshelf, dog-eared because of its valuable content and easy to implement style. The language development structures are applicable to all grade levels and all subjects areas especially since all of our classrooms are language development classrooms."
"Formative assessment and analyzing student work can help teachers to better target their instruction of students. The Dynamic Language Learning Progression (DLLP) approach to making use of formative assessments and for planning and implementing instruction across the content areas explored in Bailey and Heritage's work will help all teachers to better meet the needs of the diverse learners, not only the English learners acquiring English as an additional language in their classrooms."
Cuprins
Preface
Acknowledgments
About the Authors
About the Contributors
PART I. LAYING THE GROUNDWORK
Chapter 1. Definitions and Contexts
Chapter 2. What Is the DLLP Approach?
Appendix 2A: Research Methods and Protocols
Appendix 2B: Directions for Teachers’ Tool for Documenting Language Features in the Classroom for Formative Purposes
Chapter 3. Formative Assessment
PART II. FEATURES OF THE DLLP APPROACH
Chapter 4. Word Features of the DLLP Approach
Appendix 4A: Practice Finding the “Best Fit” on Sophistication of Topic-Related Vocabulary
Appendix 4B: Student Self-Assessment DLLP Graphic
Appendix 4C: Practice Finding the “Best Fit” on Sophistication of Verb Forms
Appendix 4D: Practice Finding the “Best Fit” on Expansion of Word Groups
Chapter 5. Sentence Features of the DLLP Approach
Appendix 5A: Practice Finding the “Best Fit” on Sophistication of Sentence Structure
Chapter 6. Discourse Features of the DLLP Approach
Appendix 6A: Practice Finding the “Best Fit” on Coherence/Cohesion
Appendix 6B: Discourse Connector Lists
Appendix 6C: Practice Finding the “Best Fit” on Establishment of Advanced Relationships Between Ideas
Appendix 6D: Practice Finding the “Best Fit” on Stamina
Appendix 6E: Practice Finding the “Best Fit” on Perspective-Taking
Appendix 6F: Written Language Features of the DLLP Approach
PART III. LEADING LANGUAGE AND CONTENT LEARNING
Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation
Appendix 7A: Agendas for Communities of Practice
Index
Notă biografică
Margaret Heritage is a Senior Scientist at WestEd. She also leads the data use program of the Assessment and Accountability Comprehensive Center. Her current work focuses on two main areas: data use, particularly formative assessment and on the development and assessment of academic language for English Learners. She has published extensively and made numerous presentations on data use and formative assessment all over the United States and in Europe, Australia and Asia.
Prior to joining WestEd, she was Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA. Prior to joining CRESST, she had many years experience in schools in the U.K and the U.S., including a period as a County Inspector of Education in the U.K., and as Principal of the University Elementary School, the laboratory school of the Graduate School of Education and Information Studies at UCLA. Heritage was also member of the faculty in the Department of Education at the University of Warwick, England, and in the U.S. has taught courses in the Departments of Education at UCLA and at Stanford University.
Her most recent publications include a co-authored paper, published in Education Measurement: Issues and Practice, on teachers use of formative assessment evidence (2009), a contribution on student self-assessment to a special issue of the National Middle School Association Journal (2009), a paper co-authored with W.J. Popham on professional development for formative assessment use, published by the Educational Testing Service (2008), and a co-authored a book with Alison Bailey, Formative Assessment for Literacy and Academic Language, published in 2008. Her latest book, Formative Assessment: Making It Happen in the Classroom (2010), is published by Corwin.
Alison Bailey is a Professor of Education in the Human Development and Psychology Division of the Department of Education at UCLA. A graduate of Harvard University, Dr. Bailey's research interests include children's first and second language acquisition, early literacy development, and academic language pedagogy and assessment practices. She has published widely in these areas, most recently in Bilingual Research Journal and Language Testing, and forthcoming in Educational Policy and First Language. Dr. Bailey serves on the English language proficiency assessment technical advisory boards of the California Department of Education, the World-Class Instructional Design and Assessment (WIDA) Consortium, and commercial test publishers. Dr. Bailey is also a Faculty Research Partner and former Project Director for Assessing English Language Proficiency at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).