LEADER 05835nam 2200589 450 001 9910548181803321 005 20231110222306.0 010 $a9783030869632$b(electronic bk.) 010 $z9783030869625 035 $a(MiAaPQ)EBC6897029 035 $a(Au-PeEL)EBL6897029 035 $a(CKB)21325693500041 035 $a(EXLCZ)9921325693500041 100 $a20221006d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aEnglish and students with limited or interrupted formal education $eglobal perspectives on teacher preparation and classroom practices /$fLuis Javier Pento?n Herrera, editor 210 1$aCham, Switzerland :$cSpringer,$d[2022] 210 4$d©2022 215 $a1 online resource (359 pages) 225 1 $aEducational Linguistics ;$vv.54 311 08$aPrint version: Pentón Herrera, Luis Javier English and Students with Limited or Interrupted Formal Education Cham : Springer International Publishing AG,c2022 9783030869625 320 $aIncludes bibliographical references. 327 $aIntroduction: Students with limited or interrupted formal education in K-12 and adult education -- Part I: Setting the foundation: how we want to frame our conversations about students with limited or interrupted formal education -- Advancing the conversation: humanizing and problematizing the conversation about the students we call SLIFE -- Part II: Overview of students with limited or interrupted formal education -- Students with limited or interrupted formal education in primary and secondary classrooms in the U.S., Australia, Canada, and the UK -- Adult English learners with limited or interrupted formal education in diverse learning settings -- Why, how, and where to advocate for English learners with limited or interrupted formal education -- Fear not the trauma story: a trauma-informed perspective to supporting war-affected refugees in schools and classrooms -- Part III: Pre- and in-service teacher preparation -- Preparing pre-service and in-services teachers to work with students with limited or interrupted formal education -- Making space for students with limited or interrupted formal education in teacher education -- Transforming ESL pedagogies: a teacher's journey from subject-centered to student-centered pedagogy when teaching print literacy to SLIFE -- Best practices in meeting the literacy and postsecondary needs of adolescent students with limited or interrupted formal education -- Part IV: Effective support for students with limited or interrupted formal education in K-12 learning environments -- Fostering the resilience and cultural wealth of students with limited or interrupted formal education -- Supporting queer SLIFE youth: initial queer considerations -- Supporting elementary-age ELs with limited or interrupted formal education: literacy events for families using wordless books -- The promise of problem-based service-learning and SLIFE: building a future in the middle school, high school, and GED classrooms today -- Part V: Effective support for students with limited or interrupted formal education in adult learning environments -- Our book: creating a scroll-based curriculum to serve adult SLIFE -- The case for explicit instruction for adult SLIFE -- Toward participatory digital visual methods (PDVMs) to support LESLLA learners: theoretical and practical considerations for practitioner-researchers -- Why and how grammar matters for post-puberty immigrants with limited formal schooling -- "We should learn English to solve our problems": strategies to support adult ESL learners with emergent literacy. 330 $aThis book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments. 410 0$aEducational Linguistics$vVolume 54. 606 $aAdult education 606 $aEnglish language$xStudy and teaching$xForeign speakers 606 $aInclusive education 606 $aEducació d'adults$2thub 606 $aAnglès$2thub 606 $aEnsenyament de llengües estrangeres$2thub 606 $aEducació inclusiva$2thub 608 $aLlibres electrònics$2thub 615 0$aAdult education. 615 0$aEnglish language$xStudy and teaching$xForeign speakers. 615 0$aInclusive education. 615 7$aEducació d'adults 615 7$aAnglès 615 7$aEnsenyament de llengües estrangeres 615 7$aEducació inclusiva 676 $a428.0071 702 $aPento?n Herrera$b Luis Javier 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 912 $a9910548181803321 996 $aEnglish and Students with Limited or Interrupted Formal Education$92787462 997 $aUNINA