Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners » (New Edition)

Dr. Sandra Mercuri is an Assistant Professor at the University of Texas, Brownsville. She has over 18 years of experience in teaching in Argentina and the United States in K-12 schools and at the college level. She teaches courses in bilingual education and biliteracy and is working on research on the development of academic language across the content areas, the role of language in the development of scientific literacy and the effect of long-term professional development for teachers of English learners. She provides training for teachers nationwide and presents at national and international conferences on issues of second language acquisition and bilingualism, dual language education, teacher training and ESL strategies. Dr. Mercuri has also published articles in professional journals about bilingual learners and the application of second language theories into classroom practice in the TESOL Quarterly, Talking Points, EJLTS and the NABE journal as well as professional journals in Spanish such as GIST. Dr. Mercuri is the author of the book titled Supporting Literacy Through Science. She has also co-authored the books Closing the Achievement Gap and Dual Language Essentials with Drs. Yvonne and David Freeman and Research-based Strategies for English Language Learners with Denise Rea. Dr. Mercuri a native of Argentina is a fluent speaker of Spanish.

Yvonne S. Freeman is the coauthor or coeditor (with David E. Freeman) of ten Heinemann books, including: La ensenanza de la lectura y la escritura en espanol y ingles en salones de clases bilingues y de doble inmersion, segunda edicion revisada (2009) Academic Language for English Language Learners and Struggling Readers (2008) Diverse Learners in the Maintstream Classroom (2008) Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, Second Edition (2006) Dual Language Essentials for Teachers and Administrators (2004) Essential Linguistics (2004) Closing the Achievement Gap (2002) Between Worlds, Second Edition (2001) Teaching Reading in Multilingual Classrooms (2000) ESL/EFL Teaching (1998). Yvonne is a professor of bilingual education in the Department of Language, Literacy, and Intercultural Studies of the College of Education at the University of Texas-Brownsville. Yvonne and David Freeman are Heinemann Professional Development Providers.

David E. Freeman is the coauthor or coeditor (with Yvonne S. Freeman) of ten Heinemann books, including: La ensenanza de la lectura y la escritura en espanol y ingles en salones de clases bilingues y de doble inmersion, segunda edicion revisada (2009) Academic Language for English Language Learners and Struggling Readers (2008) Diverse Learners in the Maintstream Classroom (2008) Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms, Second Edition (2006) Dual Language Essentials for Teachers and Administrators (2004) Essential Linguistics (2004) Closing the Achievement Gap (2002) Between Worlds, Second Edition (2001) Teaching Reading in Multilingual Classrooms (2000) ESL/EFL Teaching (1998). David Freeman is a professor of Reading and ESL in the Department of Language, Literacy, and Intercultural Studies of the College of Education at the University of Texas-Brownsville. David and Yvonne Freeman are Heinemann Professional Development Providers.

Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap.

three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners.

Closing the Achievement Gap features:

What Do English Learners Need?

What Does the Research Say about Effective Practices for Older English Learners?

How Do Teachers Develop Academic Language and Content Knowledge through Themes?

What Kinds of Routines and Strategies Provide Scaffolds for Older English Learners?

Applying the Four Keys for Closing the Gap