This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments.
This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.
The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.
Author(s): Luis Javier Pentón Herrera
Series: Educational Linguistics, 54
Publisher: Springer
Year: 2022
Language: English
Pages: 358
City: Cham
Foreword
References
Acknowledgements
Contents
About the Editor and Contributors
Editor
Contributors
Chapter 1: Introduction: Students with Limited or Interrupted Formal Education in K-12 and Adult Education
Final Comments
References
Part I: Setting the Foundation: How We Want to Frame Our Conversations About Students with Limited or Interrupted Formal Education
Chapter 2: Advancing the Conversation: Humanizing and Problematizing the Conversation About the Students We Call SLIFE
Introduction
Problematizing SLIFE
Problems with Its Deficit Focus and Potential for Enabling Stigmatization
Problems with Its Operational Definition for Identification and Placement Purposes
Problems with Its Ambiguity for Precise Discourse and Placement
Do We Need This Construct?
Expanding Definitions of Interrupted and Limited Formal Education: A Case Study from Venezuela
Background Information
Expanding Our Understanding of Interrupted and Limited Formal Education
Final Thoughts
Reflection Questions
References
Part II: Overview of Students with Limited or Interrupted Formal Education
Chapter 3: Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK
Introduction
SLIFE in Primary and Secondary U.S. Classrooms
Primary School
Secondary School
SLIFE in Primary and Secondary Classrooms in Australia, Canada, and the United Kingdom
Australia
Canada
The United Kingdom
Challenges SLIFE Encounter in Primary and Secondary Classrooms
Identification
Age of Arrival
Social-Emotional Needs and Integration
Language and Literacy Learning
Assessments
Parental Involvement and Support
Final Thoughts
Reflection Questions
References
Chapter 4: Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings
Introduction
Examination of Adult Learner Population Characteristics
Understanding Literacy
Reasons for Lower Literacy
Strengths
Culture and Characteristics of LESLLA
Overview of Diverse Learning Settings for LESLLA
The United States
Canada
The United Kingdom
England
Scotland
Wales
Ireland
Australia
Assessment Considerations
Main Challenges LESLLA Students Face in Various Learning Settings
Cultural and Instructional Differences
Classroom Curriculum
Time and Language Transfer
Social Capital
Contributions LESLLA Learners Provide to Their Communities
Conclusion
Reflection Questions
References
Chapter 5: Why, How, and Where to Advocate for English Learners with Limited or Interrupted Formal Education
Why Advocacy for SLIFE?
SLIFE and Advocacy for Literacy
How to Advocate for SLIFE
Advocacy in Action for SLIFE
Case #1: Maria (as Told by Luis)
Case #2: Ana (as Told by Heather)
Case #3: Celina (as Told by Luis)
Conclusion
Reflection Questions
Appendices
Appendix A: U. S. Student Rights (English Version)
Appendix B: Derechos de los estudiantes en los Estados Unidos (Versión en español)
Appendix C: (حقوق الطلاب في الولايات المتحدة الامريكية (النسخة العربية
Appendix D: Quyền của học sinh Mỹ (Bản dịch Tiếng Việt)
Appendix E: 美国学生的权利(中文版)
References
Chapter 6: Fear Not the Trauma Story: A Trauma-Informed Perspective to Supporting War-Affected Refugees in Schools and Classrooms
Learning About Trauma-Informed Teaching Through the Trauma Story
The Danger of a Single Story
A Humanitarian Background to a Refugee Story
Understanding Trauma and Recovery from Trauma
The Centrality of the Trauma Story in Healing
School: A Hub for Healing
Healing in the Classroom
Receiving the Trauma Story
Responding to the Trauma Story
Engaging in Self-Care
Caring Is Not Enough
A Summary of Recommendations for Educators
Reflection Questions
References
Part III: Pre- and In-service Teacher Preparation
Chapter 7: Preparing Pre-service and In-service Teachers to Work with Students with Limited or Interrupted Formal Education
Introduction
First Study: Ballantyne et al. (2008)
Category 1
Category 2
Category 3
Category 4
Category 5
Second Study: Education Commission of the States (2014)
What Is the Current State of English Learner Preparation Guidance in School Districts?
Why Is Specific Training for Working English Learners in General, and SLIFE in Particular, Necessary and What Is Driving This Push?
Are There Exemplar State Requirements Which Could Be Used as the Foundation for Future Regulations Across the US and in Other Countries?
What Does TESOL International Association Say About Teacher Preparation for English Learners and Students with Interrupted Schooling?
What Are the National Pre-service Standards for TESOL Candidates?
What Is the Role of Newcomer Programs for SLIFE?
What Common Information Should Be Covered in Pre-service Teacher Preparation Coursework?
How Can Local and State Education Agencies Adapt to Better Support Students with Interrupted Education?
For Teachers Already Serving in the Classroom, What Topics Should Be Included in Workshops and Other Professional Development Opportunities to Best Equip Them for Assisting Their SLIFE?
How Can We Prepare Educators to Support SLIFE with Trauma?
Conclusion
Reflection Questions
References
Chapter 8: Making Space for Students with Limited or Interrupted Formal Education in Teacher Education
Introduction
Understanding Learning Paradigms
Changing Mindsets
Implementing MALP in Teacher Education Programs
Yanni’s Dance Project
Sample Student Paragraph
Conclusion
Reflection Questions
References
Chapter 9: Transforming ESL Pedagogies: A Teacher’s Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE
Data Collection and Analysis
Sara’s Story
Pre-Service Education Did Not Prepare Me to Teach SLIFE
Developing a Sense of Empathy for Newcomers
Struggling with a Sense of Low Self-Efficacy
Favoring Curriculum-Centered Pedagogy
Letting Students Take the Lead—A Paradigm Shift in the Making
Moving Toward a Student-Centered Approach
The Power of Collegial Collaboration
Identifying and Meeting Students Where They Are At
Enhancing Student Engagement Through Small Group Instruction
Contextualizing Curriculum by Connecting to Students’ Personal Experiences
Elevating Student Voice Through Text Selection
Developing Students’ Self-Awareness of Abilities and Progress
Students Becoming Invested in Their Learning
A Changed Pedagogical Dynamic
Discussion
Recommendations for Pre-Service and In-Service Teacher Education
Reflection Questions
Appendix: Sample ELD Guided Reading Group Profile Based on Running Record Data
References
Chapter 10: Best Practices in Meeting the Literacy and Postsecondary Needs of Adolescent Students with Limited or Interrupted Formal Education
Introduction
SLIFE as a Subgroup of English Learners
Characteristics of Adolescent SLIFE
Designing an Effective SLIFE Learning Environment
Emergent Literacy Instruction, Structured Literacy Approach, and Balanced Literacy Approach
Emergent Literacy Instruction
First Step: Assessment
Second Step: Goal-Setting Conference
Third Step: Introduction to Balanced Literacy Stations
Competency-Based Training
Challenges with SLIFE Instruction and Results
Conclusion
Reflection Questions
Appendices
Appendix A: Suggested Steps to Implement Structured and Balanced Literacy Approaches
Appendix B: Reading Resources for Adolescent SLIFE
References
Part IV: Effective Support for Students with Limited or Interrupted Formal Education in K-12 Learning Environments
Chapter 11: Fostering the Resilience and Cultural Wealth of Students with Limited or Interrupted Formal Education
Introduction
Latinx SLIFE
Cultural Mismatch and Culturally Sustaining Pedagogies
Resilience and Community Cultural Wealth
Fostering Sources of Resilience
Community Cultural Wealth
Discussion: Promoting Cultural Wealth and Knowledge for Latinx SLIFE
General Recommendations for Fostering Cultural Wealth and Knowledge
Examples of Pedagogical Practices and Activities
Academic
Socio-emotional
Cultural
Conclusion
Reflection Questions
Appendix: Useful Websites
References
Chapter 12: Supporting Queer SLIFE Youth: Initial Queer Considerations
Introduction
Queer SLIFE, Queer Youth, Queer Everywhere
Challenges Facing Queer SLIFE Youth
Legislative, Social, Cultural and Familial Prohibitions
No Place Is Safe
Limited or Interrupted Schooling for Queer SLIFE Youth
Barriers in the U.S. School System
Supporting Queer SLIFE Youth: Foundational Queer Considerations
Consideration #1: Acknowledging Students’ Identities
Consideration #2: Adding the Discourse of Difference
Consideration #3: Dropping the Knowledge
Incomplete Conclusion
Reflection Questions
Appendix: Brief Summary of Challenges Queer SLIFE Youth Face in Comparison with Other Students
References
Chapter 13: Supporting Elementary-Age ELs with Limited or Interrupted Formal Education: Literacy Events for Families Using Wordless Books
Introduction
Elementary-Age SLIFE: What Teachers Need to Know
Elementary-Age SLIFE: Involving the SLIFE Family
Literacy and Wordless Books
Literacy Events and SLIFE Families
Practical Application of a Family Literacy Event Using a Wordless Book
Recommendations
Conclusion
Reflection Questions
References
Chapter 14: The Promise of Problem-Based Service-Learning and SLIFE: Building a Future in the Middle School, High School, and GED Classrooms Today
Introduction
Problem-Based Service-Learning: An Introduction
Fast Start: How Do I Integrate PBSL Into My Classes?
Integrating PBSL into the Classroom: Finding a Topic
Strategic Steps to Problem-Based Service-Learning
Practical Applications of PBSL for SLIFE
Middle School: The Indigenous Garden (Shared by Daniel)
High School: Monuments and Landmarks (Shared by Pentón Herrera)
Community College: A GED Literacy Program (Shared by Aker)
Final Thoughts: The Future Is Here
Reflection Questions
Appendix: PBSL Backward Planning
References
Part V: Effective Support for Students with Limited or Interrupted Formal Education in Adult Learning Environments
Chapter 15: Our Book: Creating a Scroll-Based Curriculum to Serve Adult SLIFE
Introduction
Culturally Responsive Teaching
Culturally Responsive Teaching and Adult Migrants
The Mutually Adaptive Learning Paradigm® (MALP®)
A Scroll-Based Curriculum
Our Book: How to Develop the Scroll-Based Curriculum
How Scroll-Based Curricula Work with Textbooks
Practical Application of the Scroll-Based Curriculum
Project #1: Where Are You From?
Project # 2: What Does the Word “Immigrant” Mean?
Project #3: What Happened to Columbus Day?
Assessment
Projects, Surveys, and Booklets
Contextualized Learning and Learners’ Goals
Digital Literacy and Distance Learning
Conclusion
Reflection Questions
Appendix: MALP® Teacher Planning Checklist
References
Chapter 16: The Case for Explicit Instruction for Adult SLIFE
Introduction
Defining Explicit Instruction
Explicit vs. Indirect Instructional Approaches
The Case for Explicit Instruction for Novice Learners
Learning and the Brain
Teaching Implications of Human Cognitive Architecture
Are Adult SLIFE Novices?
Explicit Instruction in Practice: Case Studies
Learning Objectives
Concept Development
Skill Development
Checking for Understanding
EDI Implementation Challenges: The Importance of Curriculum and Teacher Content Knowledge
Reflection Questions
References
Chapter 17: Toward Participatory Digital Visual Methods (PDVMs) to Support LESLLA Learners: Theoretical and Practical Considerations for Practitioner-Researchers
Introduction
Background of Participatory Digital Visual Methods
PDVMs’ Relevance in Supporting LESLLA Learners
Photo-Elicitation
PhotoVoice, VideoVoice, and Community Filmmaking
PhotoVoice
VideoVoice and Community Filmmaking
Pedagogical Implications of PDVMs for LESLLA Learners
Considerations for Practical Implications
Integrating PDVMs with LESLLA Learners: Example Projects
Project 1: PhotoVoice Through Service-Learning and Community Mural
Conclusion
Reflection Questions
References
Chapter 18: Why and How Grammar Matters for Post-puberty Immigrants with Limited Formal Schooling
Introduction
Babies vs. Literate Post-puberty L2 Learners
Can-Do Levels
Seminal Studies of Post-puberty Learners’ L2 Morphosyntax
Stages of Morphosyntax Acquisition
Organic Grammar
Errors Are Not Random
Conclusion
Reflection Questions
References
Chapter 19: “We Should Learn English to Solve Our Problems”: Strategies to Support Adult ESL Learners with Emergent Literacy
Introduction
Instructional Strategies for LESLLA Learners
Exploration of Practices
Discussion
Challenges
Strengths
Instructional Strategies
Conclusion
Reflection Questions
References
