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Meeting the Needs of Students with Limited or Interrupted Schooling: A Guide for Educators

by Andrea DeCapua (Author), William Smathers (Author), Frank Tang (Author)
3.6 3.6 out of 5 stars 2 ratings
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Today’s public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators.

This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation’s highly specific literacy development and content-area knowledge needs.

Meeting the Needs of Students with Limited or Interrupted Schooling is grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.


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Previous page
  1. ISBN-10
    0472033514
  2. ISBN-13
    978-0472033515
  3. Publisher
    University of Michigan Press ELT
  4. Publication date
    May 15, 2009
  5. Language
    English
  6. Dimensions
    7 x 0.4 x 10 inches
  7. Print length
    128 pages
  8. See all details
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Product details

  • Publisher ‏ : ‎ University of Michigan Press ELT (May 15, 2009)
  • Language ‏ : ‎ English
  • Paperback ‏ : ‎ 128 pages
  • ISBN-10 ‏ : ‎ 0472033514
  • ISBN-13 ‏ : ‎ 978-0472033515
  • Item Weight ‏ : ‎ 9.6 ounces
  • Dimensions ‏ : ‎ 7 x 0.4 x 10 inches
  • Customer Reviews:
    3.6 3.6 out of 5 stars 2 ratings

About the author

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Andrea DeCapua

Andrea DeCapua

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Dr. Andrea DeCapua is an educational consultant in education, cultural awareness, and second language learning with MALP, LLC, which allows her to combine her love of teaching with her research. She has authored numerous articles and the following books:

Crossing Cultures in the Language Classroom (with with A. Wintergerst). The 2nd edition, extensively revised and expanded, was released March 2016.

Making the Transition: Culturally Responsive Teaching for Struggling English Language Learners (2013, with H. W. Marshall)

Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools (2011, with H. W. Marshall)

Students with Limited or Interrupted Formal Schooling (2009, with W. Smathers & F. Tang)

Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers (2008)

See Dr. DeCapua's other websites for more information:

andreadecapua.com

malpeducation.com

Customer reviews

3.6 out of 5 stars
3.6 out of 5
2 global ratings

Top reviews from the United States

Amazon Customer
3.0 out of 5 stars I have many bilingual students who are potentially S(L)IFE students ...
Reviewed in the United States on November 20, 2016
Verified Purchase
I have many bilingual students who are potentially S(L)IFE students and bought this to learn more. Most of the information is common knowledge for those experienced with ESL teaching. There are some practical tips for working with this special population. However, some of these tips may not be practical for some schools.
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Joanna L. Labov
5.0 out of 5 stars A Must Read for Educators
Reviewed in the United States on July 4, 2009
This is the book that I have been waiting for! How wonderful to finally have a book that addresses the topic of Students with Limited or Interrupted Formal Education (SLIFE students). I have been showing this engaging, well written and hard to stop reading book to other teacher educators and anyone within earshot. Anyone who teaches in public schools should read this book because of the large number of students with limited or interrupted schooling from other countries who are currently attending public schools in the U.S.

This very practical book provide a useful checklist that schools can use for identifying potential SLIFE students, sample questions for parents/guardians for initial assessment of prior educational experiences and sample student interview questions regarding prior schooling. All of the above will be very helpful for schools to use to identity and assess whether students have limited or interrupted formal education.

One of the many highlights of this fascinating book is the inclusion of six interesting case studies of different types of SLIFE students: Mamadou from Mali, Sonia from the Dominican Republic, Chang-Ching from China, Brenda form Bosnia, Luis from Mexico and Leon from Sierra Leone. The reader gets a feel of the different types of situations that the students encounter and why they are considered as SLIFE students (refugees from war, migrants who continue to return to Mexico to work in the fields, students who had no schooling in their country etc.) Some of these students face culture shock and another type of shock called school shock (unfamiliarity with the procedures and expectations of how things are done in American schools.)

I plan to use this book as required reading in my seminars for student teachers who are preparing to teach in NYC schools. I recommend this invaluable book to all school teachers who have SLIFE students in their classes or who are just interested to know more about them and how to help them academically. This fabulous book is a must read for anyone interested in education!
3 people found this helpful
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