This 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, Englishliteracy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

Autorentext

Dr. Luis Javier Pentón Herrera is an award-winning language and literacy educator. In 2018, his doctoral dissertation became the recipient of Association of Literacy Educators and Researchers (ALER)'s 2018 Outstanding Dissertation Award. Dr. Pentón Herrera's recognitions and honors include Emerging Leader in TESOL from TESOL International Association and J. Estill Alexander Future Leader in Literacy Award from ALER. He currently serves as Maryland TESOL's Past President (2019-2020).

Inhalt

Foreword by: Dr. Brenda Custodio

Preface

Acknowledgements

Part I. Overview of students with limited or interrupted formal education

Chapter 1: English learners with limited or interrupted formal education in primary and secondary classrooms

Author: Luis Javier Pentón Herrera, Ph.D., American College of Education

Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings**** Author: ****Jamie Harris, M.Ed., Maryland Department of Labor

Chapter 3: Why, how, and where to advocate for English learners with limited or interrupted formal education****

Authors: ****Heather Linville, Ph.D., University of Wisconsin, La Crosse

Luis Javier Pentón Herrera, Ph.D., American College of Education****

Chapter 4: Teaching children and youth overcoming war through a trauma-informed lens

Authors: M. Kristiina Montero, Ph.D., Wilfrid Laurier University

Aphrodite Al-Zouhouri, M.Ed., Wilfrid Laurier University

Part II. Teacher preparation programs

Chapter 5: Teacher preparation in the US for working with SLIFE

Authors: ****Brenda Custodio, Ph.D., Ohio State University

Judith B. O'Loughlin, M.Ed., Language Matters, LLC

Chapter 6: Understanding SLIFE in teacher preparation programs****

Authors: Andrea DeCapua, Ed.D., New York University and University of North Florida

Helaine W. Marshall, Ph.D., Long Island University Hudson Campus

Chapter 7: Shifting ESL pedagogies: Following a teacher's journey to respond to educational needs of adolescent refugees with limited or interrupted formal education

Authors: Stephanie Ledger, M.Ed., Waterloo Region District School Board

M. Kristiina Montero, Ph.D., Wilfrid Laurier University

Chapter 8: Best practices in meeting the literacy and postsecondary needs of adolescent SLIFE****

Authors: Michelle Ivette Marrero, Ed.D., Arlington Public Schools

Charlene Désir, Ed.D., Nova Southeastern University

Part III. Effective support for SLIFE who are ELs in K-12 learning environments

Chapter 9: Fostering the resilience and cultural knowledge of students with limited or interrupted formal education (SLIFE) through culturally-sustaining pedagogies****

Authors: Saskias Casanova, Ph.D., University of California, Santa Cruz

Alicia Alvarez, University of California, Santa Cruz

Chapter 10: Theory and Praxis: Supporting LGBTQ SLIFE in the Classroom and Beyond

Authors: ****Ethan Trinh, M.A.T., Ph.D. Candidate, Georgia State University

Aaron Burgess, M.S.W., Ph.D. Candidate, University of North Alabama and Florida International University

Chapter 11: Supporting elementary-age ELs with limited or no formal school

Authors: Judith Cruzado-Guerrero, Ph.D., Towson University

Gilda Martínez-Alba, Ed.D., Towson University

  Chapter 12: The promise of problem-based service-learning and SLIFE: Building the futur...