Mismanaged by local authority, in the 19th-century, Dublin lacked sufficient industrial development to provide adequate employment. Dublin's charitable workers attempted to improve the lives of the thousands who flocked to the city in search of relief. As a means to examining the hidden incentives of charity, the author offers a discussion of the language of charity in this setting. She notes how contemporary notions of race, class, and religion influenced how Ireland's philanthropists thought of and related to the poor. While much has been written on the perceived racial inferiority of the Celt as compared to the Anglo-Saxon, Preston suggests that the Irish upper classes, in seeking to gain equal footing with the British elite, adopted the same language to describe the poor.Intense sectarian strife marred Irish charities and undermined the smooth operation of social services. Preston offers insight by focusing on two women philanthropists who battled for the souls of Ireland's children. She also explores those who remained above the fray, such as the Religious Society of Friends in Ireland, who offered aid to all regardless of creed. Within the charitable records of this group, Preston contends that one can see how the Society changed over time and that, in Ireland, the industrial revolution as well as the 1798 Rebellion, contributed to the Society adapting to the mainstream. Finally, the women of charity helped to establish a modern nursing system for Ireland, and this work details their efforts at turning nursing into a respectable profession for women.

English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

Business & Money

Cummins, Jim

Gibbons, Pauline

Biography & History

Heinemann

For educators individually and collectively who aspire to implement a curriculum based on intellectual quality, and who recognize the importance of infusing the teaching of academic literacy across the curriculum, Pauline Gibbons' book provides inspiration and guidance. The wealth of classroom examples based on actual practice convincingly refutes the argument, reflected in much current practice, that EL and low-income students are incapable of benefiting from an intellectually challenging, inquiry-based curriculum. -Jim Cummins University of Toronto Deep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English learners, to reach these high expectations. In English Learners, Academic Literacy, and Thinking, Pauline Gibbons presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice. Gibbons (author of Scaffolding Language, Scaffolding Learning) presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: <ul>
<li>engaging deeply with intellectual contexts </li> <li>developing academic literacy </li> <li>employing reading strategies and improving comprehension </li> <li>gaining writing independence and learning content-area genres </li> <li>using classroom talk to make sense of new concepts and as a bridge to writing. </li> </ul> Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. Gibbons makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students. English Learners, Academic Literacy, and Thinking supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for inservice training and college courses and provides an ideal basis for a schoolwide response to the growing challenges of raising the achievement of English language learners.

Reference

Words, Language & Grammar

The bestselling Scaffolding Language, Scaffolding Learning helped tens of thousands of mainstream elementary teachers ensure that their English language learners became full members of the school community with the language and content skills they needed for success. In the highly anticipated Second Edition, Pauline Gibbons updates her classic text with a multitude of practical ideas for the classroom, supported by the latest research in the field of ELL/ESL. With clear directions and classroom tested strategies for supporting students' academic progress, Gibbons shows how the teaching of language can be integrated seamlessly with the teaching of content, and how academic achievement can be boosted without sacrificing our own vision of education to the dictates of knee-jerk accountability. Rich examples of classroom discourse illustrate exactly how the scaffolding process works, while activities to facilitate conversation and higher-level thinking put the latest research on second language learning into action.

Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom

Education & Reference

English Learners, Academic Literacy, and Thinking (Print eBook Bundle): Learning in the Challenge Zone

Education & Teaching

Schools & Teaching

Scaffolding Language, Scaffolding Learning, Second Edition (Print eBook Bundle): Teaching English Language Learners in the Mainstream Classroom

Children from language backgrounds other than English represent a quarter of all our school population. Learning to Learn in a Second Language has been written specifically for all teachers of children for whom English is a second language, although it will be equally helpful to teachers of English speaking children. The book is based on the assumption that the classroom program is a major resource for language development, and that a responsive program takes into account the fact that children are not only learning a new language, but that they are learning in that language as well. It exemplifies current theories of second language development through a wide range of strategies and practical suggestions for the classroom teacher.

Learning to Learn in a Second Language

Children's Books

Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are ‘bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register. This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.

Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers

Foreign Language Study & Reference

Bloomsbury Academic

Bridging Discourses in the ESL Classroom examines the interactions between learners and teachers in the language classroom. It aims to identify patterns of discourse which enable second language development but also support the learning of curriculum knowledge. These patterns are 'bridging discourses' in that they combine the everyday language used by the student, with the specialised language of the academic register. This book puts forward an innovative new theory of classroom discourse analysis, influenced by the work of Halliday and Vygotsky. It is recommended for academics and postgraduates researching applied linguistics and education.

Continuum

Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the patterns of discourse which support and enable both second language development and the learning of curriculum knowledge. These patterns are 'bridging discourses', combining the everyday language used by the student with the specialised language of the academic register.Drawing on second language acquisition research and systemic functional linguistic theory, in particular the work of Halliday and Vygotsky, Pauline Gibbons develops tools to view classroom talk through a powerful interdisciplinary lens. Putting forward an innovative new theory of classroom discourse analysis, this book focuses on applying theory to practice. This is an invaluable resource for all teachers, researchers and students of linguistics and education.

Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers (Bloomsbury Classics in Linguistics)

English as a Second Language

See the best price to sell, buy, or rent books by Gibbons, Pauline. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Gibbons, Pauline

See the best price to sell, buy, or rent books by Gibbons, Pauline. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

Scaffolding Language, Scaffolding Learning, Second Edition: Teaching English Language Learners in the Mainstream Classroom

English Learners, Academic Literacy, and Thinking (Print eBook Bundle): Learning in the Challenge Zone

Scaffolding Language, Scaffolding Learning, Second Edition (Print eBook Bundle): Teaching English Language Learners in the Mainstream Classroom

Learning to Learn in a Second Language

Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers

Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers

Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers (Bloomsbury Classics in Linguistics)