Articles liés à The Literacy Gaps
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Biographie de l'auteur
Ivannia Soto-Hinman, associate professor of education at Biola University, specializes in language acquisition, secondary literacy and urban education. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE) and the American Educational Research Association (AERA).
Soto-Hinman, whose family emigrated to the U.S. from Costa Rica, began school in kindergarten as an English language learner (ELL). Soto-Hinmans firsthand experience as an ELL has shaped her entire career working with immigrants. She began her career in the Los Angeles Unified School District (LAUSD), where she taught middle school English and English language development (ELD) at the second largest middle school in the country, Chester W. Nimitz Middle School. While in LAUSD, Soto-Hinman also served as a literacy coach, and later a literacy specialist, in LAUSDs Local District 6. She was a program administrator on a secondary reading grant at the Los Angeles County Office of Education (LACOE) before becoming a full-time faculty member in the School of Education at Biola University.
Soto-Hinman has also served as a consultant to WestEd on behalf of the California Department of Education (CDE), and a variety of school districts in California, providing technical assistance for systemic reform of ELL education and Title III. For the past three years, she has worked as a consultant at Stanford Universitys School Redesign Network (SRN) on systemic school and district redesign. Soto-Hinman is also a contributing author on Houghton Mifflins newly California state-adopted reading intervention program for ELLs called Portals.
June Hetzel, professor and dean of the School of Education at Biola University, grew up in the culturally and linguistically rich basin of the San Francisco Bay Area in the Franklin McKinley School District in south San Jose. Her childhood background shaped her passion for access for all learners. Her teaching experiences in Los Angeles and Orange Counties, Africa, and Thailand have provided her with insight into working with elementary and secondary students and adults in multilingual, multicultural settings. Additionally, she has enjoyed travel throughout Europe and on a trip to Oxford University, presented The Three Literacy Gaps and Title III of NCLB, co-authored with Ivannia Soto-Hinman, at the Oxford Round Table at Harris Manchester College, Oxford University, upon which the book The Literacy Gaps is based. In partnership with Ivannia Soto-Hinman, the model has been refined for ELLs and SELs, developing into its current form.
With 30 years in education, Hetzel remains passionate about literacy. She facilitates local volunteer tutoring partnerships and she and her husband, Geoff, enjoy leading teams of literacy teachers overseas to work with English language learners. A long-time member of the International Reading Association and the Delta Kappa Gamma Society International, Hetzel has authored many literacy resource books and currently freelances for Purposeful Design Publications, serving as a content editor for two textbook series, including the English as a Foreign Language series. She earned her MS in reading education from Cal State Fullerton and her PhD from Claremont Graduate University.
Présentation de l'éditeur
'The book makes a contribution to the education of English language learners. It provides practical instructional suggestions for teachers of both ELLs and SELs that are informed by a deep understanding of theories of second language and second dialect acquisition and the development of reading and writing proficiencies'- Guadalupe Valdés, Professor of Education, Stanford University
'The concepts of gaps and bridges are clearly articulated up front and provide a well-structured theme that unites the various parts of the text. The use of this structure provides a logical and coherent mechanism for providing a complete picture of the problem-the literacy gap between ELs and native speakers-and a means for addressing this problem'-Kristina Anstrom, Senior Research Scientist, The George Washington University Center for Equity and Excellence in Education
Build bridges of support so English language learners can learn alongside their peers!
English language learners (ELLs) and standard English learners (SELs) face multiple gaps as they strive to achieve, so educators need to take a holistic, comprehensive approach to bridge those gaps and meet the needs of ELLs and SELs in the classroom.
Based on an original, well-researched framework, this much-needed resource provides practical strategies for supporting learning and success for ELLs. The authors provide strategies, examples, and classroom tools to address:
- The gap between students and texts: covering word recognition, background knowledge, comprehension, and academic language development
- The gap between students and teachers: including socio-cultural differences between teachers and students, and teacher perceptions and expectations
- The gap between students and their peers: discussing language proficiency differences, grouping strategies, and grade-level and schoolwide programmes
The Literacy Gaps helps educators give ELLs the skills they need to close the most important gap of all: the achievement gap. (20090204)
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