Reading, Writing, and Learning in ESL: A Resource Book for Teaching K‐12 English Learners (5th Ed.)

Abstract

To further my knowledge of promising practices for teaching reading, writing, listening, and speaking skills to English to speakers of other languages (ESOL) students, I purchased this text.(That was more than 10 years ago.) I found it to be a quick read, user-friendly, and with helpful visuals (graphs, charts, pictures, comics, etc.) that made it engaging and kept my interest.Since then, I have taught the course Instruction and Assessment for English Language Learners to teachers many times and have used this book as one of the core texts for the course throughout the years. With each new edition, Peregoy and Boyle's book has been upgraded, making the new editions worth purchasing. The latest edition begins with a section about English language learners in school: how to get to know them, how cultural differences affect teaching them, how to ease them into routines, current policy trends, and types of programs that meet their needs.The next section delves into second language acquisition: language proficiency, theories, and processes. This leads into a discussion of classroom practices and how to develop oral language, writing, reading, vocabulary, and content area reading and writing skills. Some of the motivating activity ideas include the language experience approach, photo essays, and word wizards as well as many ways to incorporate technology (e.g., computer programs, websites, video making, films). The last section of the book provides methods for assessing students, while unveiling their specific needs, along with activities to build their English proficiency.At the end of each chapter, there are suggestions for further readings and activities, in case you want to learn more about certain

How to Teach Academic Reading More Effectively: Learners’ Remarks

“…Mikulecky's (1990) and Musumeci's (1997) concept of reading readiness prerequisites is firmly argued by Peregoy & Boyle (2001). According to the latter group, there is adequate evidence which showed that many English speakers and learners are proved to be able to read without any reading readiness prerequisites.…”

10.17265/2161-623X/2017.07.003

“…As Peregoy and Boyle (2012) addressed that as teachers begin to learn more about their students, they will be better able to offer them social and emotional support to meet their needs in their growth Believe all children can succeed, see teaching as "pulling knowledge out" versus putting it in, view knowledge critically, as continually recreated and shared, facilitate fluid teacher-student relationships that are equitable, demonstrate connectedness with all students, encourage students to learn collaboratively, help students develop necessary skills, and seek excellence but take individual differences into account. (as cited in Allington & Johnston, 2002, p. 22) Those shared effective teaching attitudes not only encourage students' motivations to learn, but also enable teachers to modify their teaching strategies in order to effectively and respectfully communicate and interact with students.…”

“…As Peregoy and Boyle (2012) claimed that teachers and students bring to the classroom particular cultural orientations that affect how they perceive and interact with each other in the classroom. While teachers have students whose languages and cultures differ from their own, they need to learn about students and their cultures, while at the same time, reflecting on their own culturally rooted teaching perspectives and behaviors that may facilitate or interfere with teaching and learning (Peregoy & Boyle, 2012). To achieve this goal, teachers need to acquire basic aspects of culture in the classroom as a starting point for reconsidering teaching effectiveness in culturally and linguistically diverse classrooms.…”

Using Instructional Software to Improve Oral Performance of Taiwanese Speakers of English in Higher Education

“…According to Vygotsky's zone of proximal development-an important tool for defining scaffolding in learning (Peregoy & Boyle, 2004)-teaching is not focused on today; rather, it emphasizes tomorrow. Students need to be challenged, while receiving assistance and support, to develop to the next level.…”