Lessow-Hurley, J. (2003). Meeting the Needs of Second Language Learners: An Educator's Guide.Lessow-Hurley, J. (2003). Meeting the Needs of Second Language Learners: An Educator's Guide. Alexandria, VA: Association for Supervision and Curriculum Development The Association for Supervision and Curriculum Development, or ASCD, is a membership-based nonprofit organization founded in 1943. It has more than 175,000 members in 135 countries, including superintendents, supervisors, principals, teachers, professors of education, and . (92 pp., $16.95 pb, ISBN-0-87120-759-1).
As the overall school population grows more diverse, the scarcity Scarcity
The basic economic problem which arises from people having unlimited wants while there are and always will be limited resources. Because of scarcity, various economic decisions must be made to allocate resources efficiently. of diverse students in gifted programs becomes increasingly apparent. It seems clear that developing a greater awareness of and connection with colleagues and programs serving second language learners could benefit educators of the gifted, particularly by opening a promising avenue through which to redress the problem of differential representation. Like gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or at various times in its history, language learning has aroused vehement public debate. Also, both areas share a similarly marginalized position with regard to mainstream education. For all these reasons, it is important for educators of the gifted to make themselves aware of this similar yet often distant field of study.
Although it does not concern gifted students directly, Judith Lessow-Hurley's book Meeting the Needs of Second Language Learners offers a concise and readily comprehensible com·pre·hen·si·ble
Readily comprehended or understood; intelligible.
[Latin compreh introduction to the important issues surrounding the education of this rapidly growing student population. As educators who wish to help gifted students, we benefit from learning about other program areas where these students may be found. This book is well suited for such a purpose.
Lessow-Hurley is a well-known expert on linguistic and cultural issues in the schools. Her prior publications include the Commonsense com·mon·sense
Having or exhibiting native good judgment: "commonsense scholarship on the foibles and oversights of a genius" Times Literary Supplement. Guide to Bilingual Education bilingual education, the sanctioned use of more than one language in U.S. education. The Bilingual Education Act (1968), combined with a Supreme Court decision (1974) mandating help for students with limited English proficiency, requires instruction in the native (also available from ASCD ASCD Association for Supervision and Curriculum Development
ASCD Association of Service & Computer Dealers International
ASCD American Society of Computer Dealers
ASCD All Source Correlated Database
ASCD Advanced Software Concepts Department
ASCD Asset Status Card ) and The Foundations of Dual Language Instruction (now in its third edition). In this newest book, she integrates a multicultural perspective with the theoretical and practical content knowledge that educators need to work successfully with second language learners.
Meeting the Needs of Second Language Learners features six short chapters that address the who, what, and why of working with second language learners in the schools. The first chapter introduces issues related to terminology and diversity, including the nature of culture and the important political and philosophical implications of labels such as "limited English proficient" that sometimes are used to describe students who display linguistic and cultural differences. The second chapter presents, as its title states, "what educators need to know about language." This chapter should prove valuable to anyone who has not recently studied linguistics or language acquisition, as it offers an efficient overview of concepts and processes such as phonology phonology, study of the sound systems of languages. It is distinguished from phonetics, which is the study of the production, perception, and physical properties of speech sounds; phonology attempts to account for how they are combined, organized, and convey meaning , code-switching, and language acquisition.
Some interested readers may decide to jump directly to the third chapter, which is titled "Best practices." In this chapter Lessow-Hurley describes the variety of instructional formats that have been devised to promote language learning. She includes instructional designs Instructional design is the practice of arranging media (communication technology) and content to help learners and teachers transfer knowledge most effectively. The process consists broadly of determining the current state of learner understanding, defining the end goal of developed for English language English language, member of the West Germanic group of the Germanic subfamily of the Indo-European family of languages (see Germanic languages). Spoken by about 470 million people throughout the world, English is the official language of about 45 nations. learners, as well as other options used primarily with English-speaking students who are learning a foreign language. She stresses the important role that verbal interaction plays in learning, an assertion that will come as no surprise to educators familiar with the learning processes of students who are gifted or talented. Despite its title, chapter 3 bears more resemblance to a catalog of potential program designs and ancillary issues than a distillation distillation, process used to separate the substances composing a mixture. It involves a change of state, as of liquid to gas, and subsequent condensation. The process was probably first used in the production of intoxicating beverages. of best practices. Conciseness is one of this book's strengths, but I would have welcomed more detail in this chapter. For example, I would like to have encountered more detailed information about traditional language instruction methods; also, the author neglects heritage language instruction, an approach that may show promise for gifted English language learners (e.g., Matthews & Matthews, 2004). The reader may ultimately find that the recommendations in the FAQ (Frequently Asked Questions) A group of commonly asked questions about a subject along with the answers. Vendors often display them on their Web sites for use as troubleshooting guidelines. section, the book's sixth and final chapter, offer more in the way of practical implications than the chapter 3 content does.
As with gifted education, the professional qualifications mandated for teachers of English language learners vary widely from one state to the next, ranging from relatively stringent to nonexistent non·ex·is·tence
1. The condition of not existing.
2. Something that does not exist.
non . The root of this problematic situation may sound familiar: "all too often ... lay people and even some professionals assume that any English-speaking teacher can teach English as a Second Language" (p. 50). Special populations of students require special competencies of their teachers. To this end, chapter 4 of Meeting the Needs of Second Language Learners considers the qualifications that effective teachers of ELL students should possess, whether or not local requirements mandate them. Particular areas of emphasis relate to language, culture (including community relations 1. The relationship between military and civilian communities.
2. Those public affairs programs that address issues of interest to the general public, business, academia, veterans, Service organizations, military-related associations, and other non-news media entities. ), and content-specific pedagogy. These are in many respects the same proficiencies one would hope to find in a teacher of gifted students, so the details in this chapter are perhaps more directly relevant to the teacher of gifted students than those presented in some of the other chapters.
The fifth chapter introduces the reader to the political and social context of language and language education in the United States Education in the United States is provided mainly by government, with control and funding coming from three levels: federal, state, and local. School attendance is mandatory and nearly universal at the elementary and high school levels (often known outside the United States as the , and makes a strong case as well for approaching teaching as a political act. Here Lessow-Hurley discusses a handful of landmark events, including both judicial as well as legislative actions. For example, she considers judicial interpretations of the phrase "appropriate action" in the context of the Equal Educational Opportunities Act of 1974. Such vague federal mandates may seem eerily familiar to readers acquainted with the general history of legislation regarding gifted education.
Lessow-Hurley incorporates relevant citations throughout the text to guide those wishing to learn more about particular topics. These additional sources offer a relatively balanced and in-depth perspective on all the major issues, although the reader may need to look elsewhere to find mention of works by the more vehement English-only critics. Lessow-Hurley also has provided a very brief list of abbreviations just before the book's index, a feature that will surely be appreciated by anyone trying to recall the difference between a LAD and CALP CALP Cognitive Academic Language Proficiency
CALP Cristalleria Artistica La Piana (All the World, Crystalware)
CALP Calsenilin-Like Protein
CALP Centro de Astrofísica en la Palma (Canary Islands, Spain) .
The book's only real weakness, its short length, is probably also its greatest strength. It can be read quickly, as either an introduction or a refresher, but its references are sufficiently strong to scaffold scaffold
Temporary platform used to elevate and support workers and materials during work on a structure or machine. It consists of one or more wooden planks and is supported by either a timber or a tubular steel or aluminum frame; bamboo is used in parts of Asia. such textual brevity Brevity
of short life. [Br. Lit.: I Henry IV]
symbolic of transitoriness of life. [Art: Hall, 54]
cherry orchards where fruit was briefly sold; symbolic of transience. in case the reader wishes to delve deeper into the issues the book raises. The book's physical size and price are both reasonable as well. Lessow-Hurley covers all the major issues in this important field, in clear and simple terms, and without the excessive jargon or preaching that sometimes mar this type of work. The majority of this book, and especially the chapters concerning language, culture, and educational policy, will be directly relevant to those of us who strive to improve the identification and participation of gifted students from diverse backgrounds. I would encourage teachers and administrators to use this book to become more aware of the second language learners in their schools, the unique characteristics, strengths, and educational needs that these students bring with them, and the perspective that we may gain on our own field by examining language education in its social and historical context.
Matthews. P., & Matthews, M. S. (2004). Heritage language instruction and giftedness in language minority students: Pathways toward success. Journal of Secondary Gifted Education, 15, 50-55.
Reviewed by Michael S. Matthews, Ph.D., The University of South Florida
• • [ . Dr. Matthews is an assistant professor with the graduate Gifted Education Program in the Department of Special Education at the University of South Florida. His research interests focus on achievement variation within the gifted population and on issues affecting culturally and linguistically diverse gifted learners. Email: firstname.lastname@example.org