Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners

Edited by Aida Walqui, George C. Bunch

Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners
$29.95 $23.96

Description

Amplifying the Curriculum presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support.

Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors in this edited volume argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies.

This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity.

Edited by WestEd’s Aida Walqui, director of the widely acclaimed Quality Teaching for English Learners (QTEL) and George C. Bunch, professor of education at the University of California, Santa Cruz, this book features:

  • A unique model for teaching English Learners and ALL students that highlights the centrality of interactions in the development of student academic autonomy
  • Discipline-specific examples to guide teachers in creating learning tasks, lessons, and units of study
  • A discussion of how teachers might begin designing such learning opportunities, along with suggestions for how school leaders and teacher preparation can support them
  • Grounded in sociocultural and ecological theories of language, language learning, and the development of disciplinary practices

For information about Quality Teaching for English Learners (QTEL) professional development and Summer Institutes, visit the QTEL website.

Resource Details

Product Information

ISBN: 978-0-8077-6119-9
Copyright: 2019
Format: Trade Paper
Pages: 256
Publisher: Teachers College Press and WestEd

Available Previews

Praise for this Resource

  • This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Descriptions of math, literature, science, and history lessons illustrate how language and literacy can emerge and develop from classroom interactions in which learning is deliberately and contingently scaffolded. Lessons are described in detail and learning activities and outcomes are clearly presented. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.

    Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education
  • Reflecting its title, this book is an ‘amplification’ of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.

    Pauline Gibbons, UNSW Sydney
  • ‘Amplify, don’t simplify’ is an important approach for teachers who work with students new to learning English, yet it takes significant expertise in curriculum development as well as understandings of students’ cultural and linguistic resources. Walqui and Bunch, along with their team of collaborators, go beyond telling to showing, as they demonstrate what amplification looks like in a range of classrooms and content areas. This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.

    Tatyana Kleyn, The City College of New York