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Academic Language Mastery: Culture in Context
By: Noma R. LeMoine, Ivannia Soto Hinman
By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language.
The subject of this volume is culture. Here, Noma LeMoine makes clear once and for all how culturally and linguistically responsive pedagogy validates, facilitates, liberates, and empowers ethnically diverse students. With this volume as your roadmap, you’ll learn how to:
- Implement instructional strategies designed to meet the linguistic and cultural needs of ELLs and SELs
- Use language variation as an asset in the classroom
- Recognize and honor prior knowledge, home languages, and cultures
The culture and language every student brings to the classroom have vast implications for how to best structure the learning environment. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series as an all-in-one instructional plan for closing the achievement gap.
- Grade Level: PreK-12
- ISBN: 9781506337159
- Published By: Corwin
- Year: 2016
- Page Count: 112
- Publication date: August 11, 2016
Price: $26.95
For Instructors
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Description
By now it’s a given: if we’re to help our ELLs and SELs access the rigorous demands of today’s content standards, we must cultivate the “code” that drives school success: academic language. Look no further for assistance than this much-anticipated series from Ivannia Soto, in which she invites field authorities Jeff Zwiers, David and Yvonne Freeman, Margarita Calderon, and Noma LeMoine to share every teacher’s need-to-know strategies on the four essential components of academic language.
The subject of this volume is culture. Here, Noma LeMoine makes clear once and for all how culturally and linguistically responsive pedagogy validates, facilitates, liberates, and empowers ethnically diverse students. With this volume as your roadmap, you’ll learn how to:
- Implement instructional strategies designed to meet the linguistic and cultural needs of ELLs and SELs
- Use language variation as an asset in the classroom
- Recognize and honor prior knowledge, home languages, and cultures
The culture and language every student brings to the classroom have vast implications for how to best structure the learning environment. This guidebook will help you get started as early as tomorrow. Better yet, read all four volumes in the series as an all-in-one instructional plan for closing the achievement gap.
Key features
(1) An accessible guide to understanding and promoting Academic Language development (ALD) among both ELLs and speakers of non-standard English.
(2) Built around research-based principles for ALD instruction across all content areas.
(3) Focuses on the relationship between culture and ALD, with particular emphasis on working with speakers of non-standard English
(4) Sensitizes educators to the importance of using language variation as an asset in the classroom.
(5) Addresses the use of contrastive analysis -- purposefully analyzing the differences between students' home codes and the code of the school -- as a tool for Culturally Responsive Teaching
(6) Helps educators to appreciate and honor students' home languages and cultures.
(7) Includes a range of elementary and secondary connections such as student work samples and examples of student dialogue.
Publishing Rationale
(1) The topic is more important than ever: results of the 2015 PARCC and Smarter-Balanced assessments show ever -widening gaps between ELLs and their non-ELL peers. Academic Language Development is the key to unlocking academic content.
(2) The series as a whole features high-visibility co-authors. Noma Lemoine is a leading expert on teaching Academic Language to Standard English Learners. Prior to her retirement from LAUSD, she developed and implemented an important, district-wide program devoted to teaching academic language that will provide the basis for this volume. She is currently a very active, national consultant whose work is in great demand.
(3) Each volume can be used individually or with other books in the series, depending upon the needs of readers.
(4) The series is an offshoot of the new Institute for Culturally- and Linguistically-Responsive Teaching (ICLRT) based at Whittier College. The volumes will be promoted at an annual conference hosted by the Institute. Corwin sponsored this successful event in 2015 and we also signed a memorandum of understanding with ICLERT as a precursor to subsequent co-sponsored ventures. We hope to include additional Corwin authors in the 2016 Institute and are exploring other partnership opportunities with the Center
(8) Offers a discussion of how teachers can assess student growth in response to CRT
(9) Includes tools for conducting PD on this topic.
Author(s)
Noma R. LeMoine
Dr. Noma LeMoine’s career in education spans 35 years. She is a nationally recognized expert on issues of language and literacy acquisition and learning in African American and other Standard English Learner Populations. She has written and spoken extensively on the topic and is a highly sought-after consultant to colleges, universities, and school districts nationwide. Dr. LeMoine holds a Ph.D. in Education from the University of Southern California with a specialization in
Language, Literacy, and Learning and she holds two Master’s degrees.
For twenty years, Dr. LeMoine served as Director of the Los Angeles Unified School District’s Academic English Mastery Program and ten years as Director of the District’s Closing the Achievement Gap Branch. In this role, Dr. LeMoine oversaw implementation of the District’s closing the achievement gap initiatives intended to eliminate disparities in educational
outcomes for thousands of under-achieving students. During this period the district saw improved academic achievement scores in both African American and Latino/Hispanic student populations. Dr. LeMoine also directed in 81 schools the District’s Academic English Mastery Program, which supported teachers, administrators, and paraeducators in effectively incorporating culturally and linguistically responsive pedagogy into core instruction. Under Dr. LeMoine’s visionary leadership, the Academic English Mastery Program became a national model for addressing the language, literacy and learning needs of African American and other students for whom Standard English is not native. The Program has been featured on 60 Minutes, in periodicals including Education Week and Teacher Magazine, in the PBS Documentary “Do You Speak American” and has been lauded by the linguistic community as the exemplary instructional model for addressing the language acquisition needs of African American Standard English Learners (SELs).
Dr. LeMoine has served over ten years as adjunct professor at several California universities and colleges. Her research interests and expertise include language and literacy acquisition in Standard English Learner (SEL) populations, methodologies for improving learning in culturally and linguistically diverse students, and the impact of teacher training on classroom instruction. Dr. LeMoine writes curriculum, designs and conducts professional development for teachers, administrators, paraeducators, and parents and consults with institutions of higher learning and K-12 schools relative to advancing learning in traditionally underachieving students. She has conducted seminars and been guest lecturer at Universities and Colleges throughout the United States including Harvard University, Dartmouth College, Stanford University, University of Southern California, University of California at Berkeley and at Los Angeles, the University of
Massachusetts at Amherst, the University of Minnesota at Minneapolis, and others, and at school districts throughout the United States and Canada. Dr. LeMoine has served on numerous Education committees including as a member of the California State Department of Education’s Exemplary Schools Committee and University Accreditation Team, and as a member of the National Citizen’s Commission on African American Education, an arm of the Congressional Black Caucus Education Brain Trust. Her work has taken her on educational tours/exchanges to the Caribbean, Africa, India and China.
Dr. LeMoine is the recipient of numerous professional honors and awards including, the California Speech, Language and Hearing Association, “Outstanding Achievement Award” (1988), and the “Lois V. Douglass, Distinguished Alumnus Award”, from the Department of Communication Disorders at California State University, Los Angeles. In April of 1992, Dr. LeMoine was named FELLOW of the California Speech Language and Hearing Association, one of the organization’s highest honors. Mount St. Mary’s College awarded Dr. LeMoine the “Cultural Fluency Award” in recognition of outstanding contributions to the development of cross-cultural understanding in the Los Angeles Community in 1997. In June of 2005, the Association of California School Administrators bestowed upon Dr. LeMoine the Region XVI Valuing
Diversity Award for her work in Los Angeles Unified School District toward closing the achievement gap. In February of 2008, the Southern California Chapter of the California Alliance of African American Educators bestowed upon Dr. LeMoine, the “Asa G. Hilliard III, Will to Educate Award” for distinguished service on behalf of African American students
and in November of 2009, Dr. LeMoine was the recipient of the “Distinguished Educator Award” from the Southern California Affiliate of the National Council of Negro Women.
Ivannia Soto Hinman
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust–West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/
Table of Contents
Acknowledgments
About the Authors
1. Introduction to the Book Series
2. Abbreviated Literature Review: The Case for Culturally Relevant and Linguistically Responsive Pedagogy
3. Practical Application: Culturally and Linguistically Responsive Instructional Strategies That Advance Learning in EL and SEL Populations
4. Fostering Literacy With CLRP
5. Assessing for Culturally and Linguistically Responsive Indicators
6. Conclusions, Challenges, and Connections
Epilogue: The Vision
References
Index
Reviews
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Language and culture are intertwined tightly. Culture and language are portable and hence can travel from country to country, from home to school and from school to home. At school teachers have an opportunity, and duty, to facilitate and support the exploration of culture and language so that we (educators, students, and parents) all understand one another better and in turn get along better. We need to have command of a range of "Englishes” and communication styles as well as an understanding of "Cultures" so that we can participate fully in society (at home, at school and as a member of the global community). The Culture in Context volume of the Academic Language Mastery series will help educators better meet the needs of the wide variety of students and families they may encounter in today's school settings.Katherine Lobo, ESL Teacher and Teacher Trainer
Newton Public Schools & Brandeis University
"This book fills a significant gap in the content and resource knowledge needed in addressing the academic language needs of Standard English language learning students. Readers are guided to examine their expectations of students as they learn and practice culturally responsive instructional strategies that open classrooms to more equitable opportunities and outcomes for English Learning Students and Standard English Learning Students."Randall Lindsey, Emeritus Professor
California State University, Los Angeles