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Many middle school and high school students are recent immigrants or long-term English language learmers who struggle with the academic language needed to read content-area textbooks and write papers for their classes. Likewise, many native speakers of English find content-area classes a challenge. Secondary teachers have little time to teach academic reading and writing skills because they must cover a great deal of content in their social studies, science, math, or language arts classes.
Yvonne S. Freeman and David E. Freeman are the authors of the Heinemann titles Diverse Learners in the Mainstream Classroom; the English and Spanish versions of Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms; Dual Language Essentials for Teachers and Administrators; Essential Linguistics; Closing the Achievement Gap; Between Worlds, Second Edition; Teaching Reading in Multilingual Classrooms; and ESL/EFL Teaching
Table of Contents
|Understanding Who Needs Academic Language||p. 1|
|Distinguishing Between Academic and Conversational Language||p. 23|
|Making Sense of the Academic Registers of Schooling||p. 46|
|Coping with Academic Texts and Textbooks||p. 71|
|Supporting Academic Writing at the Paragraph and Sentence Levels||p. 104|
|Developing Academic Vocabulary and Writing Content and Language Objectives||p. 122|
|Teaching Academic Language and Subject-Area Content||p. 154|
|Table of Contents provided by Ingram. All Rights Reserved.|