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Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction
Carole Cox, California State University, Long Beach
Paul S. Boyd-Batstone, California State University, Long Beach

ISBN-10: 0135130883
ISBN-13: 9780135130889

Publisher: Allyn & Bacon
Copyright: 2009
Format: Paper; 224 pp
Published: 06/25/2008

Suggested retail price: $25.99
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Written with a captivating voice, Carole and Paul’s newest book presents teachers with a charming recital of the conversations and advice that are sure to engage every learner in an active role to glean meaning from text. Together Paul and Carole highlight the use of reader-response theory in classrooms and uncover how it can affect literacy learning and second language acquisition. This book is a testament to their philosophical approach, illustrating how student-centered instruction using literature, can differentiate instruction for English learners, engaging them in purposeful reading and writing. 

  • "A Thought from Carole/A Thought from Paul" - throughout the book, the authors provide a commentary on each other's writing, and make connections between practice and theory. 
  •  Case Study Connections:  These appear as boxed inserts throughout the text with questions and prompts related to chapter content and refer the reader to A Case Study of Juan, Anne, or Eduardo to read, reflect, and apply their thinking to practice.
  • Exploring ideas:  Each chapter ends with a list of ideas to explore as a way of guiding the reader's reflection on the chapter content, or to use as a discussion prompt, or suggest things to do in classrooms with English learners to put the ideas in the chapter into practice.
  • Children's work: Examples of children's written and art work illustrate the content throughout the book.

Chapter 9 (Nurturing Social Concern and Ethical Growth) and Chapter 10 (Preparing Students to Live in a Globally and Culturally Diverse World) from the 4th edition have been combined into one Chapter (8 - Social Concerns in a Globally and Culturally Diverse World) in the 5th edition.

 

Chapter 11 (Adapting Social Studies Instruction to Individual Needs) - a section has been added on High School Social Studies.

Chapter 1        Teaching with Literature in a Classroom of English Learners

Señor B.B.'s Third-Grade Class of English Learners

A First Conversation Between Carole and Paul

A Change in Thinking About Teaching with Literature

Chapter 2        Reader-Response and Learning English as a Second Language

Reader-Response Theory

Theories of Learning English as a Second Language

Mapping the Crossroads of Reader-Response and Learning English as a Second Language

Chapter 3        Bridging Theory and Research Into Practice

The Reader and the Text When Teaching with Literature

Engaging English Learners

Chapter 4        Components of Literature Circles with English Learners

Knowing the English Learner for Differentiating Instruction

Literature Circles with English Learners

Chapter 5        Engaging English Learners with Literature Circles in the Classroom

A Morning in Paul's Classroom

Exploring Literature, Developing Literacy, and Differentiating with Jackie

Compendium of Case Studies

 

Chapter 6        Case Study of Juan: The Beginning English Learner

Chapter 7        Case Study of Ann: The Native English Speaker

Chapter 8        Case Study of Eduardo: The Intermediate/Advanced English Learner

 

 

 

 

    Carole Cox taught elementary school in Los Angeles, California and Madison, Wisconsin.  After receiving a Ph.D. from the University of Minnesota, she taught field-based undergraduate classes and graduate classes in language arts, reading, and children's literature at Louisiana State University, Baton Rouge.  She is currently a professor at California State University, Long Beach, where she teaches language arts and literacy classes to students earning the Cross-Cultural Language and Academic Development (CLAD), California elementary credential, which provides specialized study in teaching English learners in culturally and linguistically diverse classrooms.

    Carole's research focuses on the development of children's responses to literature from a reader-response perspective, specifically, Louise Rosenblatt's transactional model of the reading process (1938, 1995).  Carole and Joyce Many (Cox & Many, 1989a, 1989b, 1989c, 1992a, 1992b, 1992c, Many & Cox, 1992, Many, 2004) looked at children's responses to literature and personal understanding, and with Jim Zarrillo (Cox & Zarrillo, 1990, Zarrillo & Cox, 1992), she looked at how teachers used literature in the classroom.  She also conducted a six-year longitudinal study of the development of children's responses to literature by reading books to individual children and recording their responses several times a year starting with 57 kindergarten students, and continuing with same students through fifth grade (Cox, 1997, 1998, 2002, 2008).  You will read about three of these children in the Compendium of Case Studies, Chapters 6, 7, and 8.

    Carole is the author of Teaching Language Arts: A Student-Centered Approach, now in its sixth edition (Allyn & Bacon, 2008), and many articles and chapters in the fields of language arts, reading, and children's literature.  She has been a frequent presenter at conferences such as the International Reading Association, American Educational Research Association, and the National Council of Teachers of English, among others.  In 2001 she was named the Outstanding Professor at California State University, Long Beach.  The greatest honor she has ever received, however, was when students she had taught in third through fifth grade in the 1960's and 70's organized a reunion of her classes in Madison, Wisconsin and the Mayor of Madison declared July 2, 2005 as Carole Cox Day.  She and her former students are currently writing an historical ethnography of their classroom experiences.

 

    Paul Boyd-Batstone taught elementary school in the Long Beach Unified School District for 15 years.  He began his teaching career as a first grade teacher in a Spanish/English bilingual program.  He also worked with immigrant students from Latin America and Southeast Asia as a language specialist K-5.  He coordinated a Title VII Federal Grant that developed the first Cambodian, Khmer/English, bilingual program in the state of California.  His love for teaching brought him back to the classroom to Edison Elementary School where he taught third through fifth grade.  He was named "Bilingual Educator of the Year" by the Los Angeles County Office of Education, Bilingual Director's Association.  He met Carole Cox at a meeting at California State University, Long Beach and she asked to observe in his classroom.  Little did he realize that a simple invitation to watch children responding to literature would lead to a collaboration that continues through today.  He worked on his doctorate while teaching in the classroom.  He received his Ph.D. from Claremont Graduate University and is currently an Associate Professor at California State University, Long Beach.

    Paul's research has always had a focus toward English learners.  He has examined the ways Spanish/English bilingual, gifted and talented children responded to reading literature (Boyd-Batstone, 2002 & 2003).  His writing has always been influenced by the seminal work of Louise Rosenblatt whose theory established a way to explore personal and culturally-based responses to reading.  A particular highlight in his life was attending Louise's 90th birthday party at an NCTE Convention in Orlando, Florida and talking with her about the role of reader-response in working with English learners.

    Paul is the author of two books which provide classroom teachers with readily applicable, research-based tools which help teachers assess and differentiate instruction for students, including English learners.  The most recent book, Anecdotal Records Assessment: An Observational Tool with a Standards-Based Focus (Christopher-Gordon, 2007) is the first of its kind providing teachers with a comprehensive treatment of this subject.  His book, Differentiated Early Literacy for English Language Learners: Practical Strategies (Allyn & Bacon, 2006), advances understanding for all teachers about how to differentiate literacy instruction for English learners as a regular classroom practice in a standards-based environment.  Paul serves as Chair of the International Reading Association's Commission on Second Language Literacy and Learning and also works with the Guatemalan Reading Council to increase literacy development in Central America.

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