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Academic Language for English Language Learners and Struggling Readers : How to Help Students Succeed Across Content Areas



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This is the edition with a publication date of 10/31/2008.

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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.

Author Biography

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

Forewordp. ix
Acknowledgmentsp. xii
Introductionp. xiv
Understanding Who Needs Academic Languagep. 1
Distinguishing Between Academic and Conversational Languagep. 23
Making Sense of the Academic Registers of Schoolingp. 46
Coping with Academic Texts and Textbooksp. 71
Supporting Academic Writing at the Paragraph and Sentence Levelsp. 104
Developing Academic Vocabulary and Writing Content and Language Objectivesp. 122
Teaching Academic Language and Subject-Area Contentp. 154
Referencesp. 197
Indexp. 207
Table of Contents provided by Ingram. All Rights Reserved.

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