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"The authors draw on their research-based experiences with teachers serving ELLs, observing how constructivist strategies can be emplemented, to provide substantial examples and experiences from different content areas for the strategies they suggest. Incorporating authentic examples from classrooms implementing these programs makes a tremendous contribution to the practical side of this useful book."
"It's refreshing to see the authors address the pedagogy of English language learners within a non-deficit model. Their embrace of the constructivist paradigm and its application as a natural teaching and learning response to the specific needs of ELLs is a unique and remarkable contribution to the theoretical and research-based literature on this topic."
"Reyes and Vallone invite readers to join them on an exciting journey inside classrooms where knowledgeable, caring, and advocacy-oriented teachers effectively engage English language learners through culturally and linguistically responsive pedagogy. This book will be of interest to anyone concerned about the meaningful education of English language learners in an era of conflicting national policies."
“Packs in details on culturally sensitive instruction methods geared to encourage educational equity, and blends classroom examples and grade-level connections with ideas on second language acquisition and learning.”
Great book for Theory and Practice of TEaching ESOL students in the school setting. It offers practical information on how to use constructivism with ELLs.