English and Students with Limited or Interrupted Formal Education: Global Perspectives on Teacher Preparation and Classroom Practices

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 Pent鏮 Herrera, Ph.D., American College of Education

Chapter 2: Adult English learners with limited or interrupted formal education in diverse learning settings

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 Pent鏮 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 D廥ir, 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 Mart璯ez-Alba, Ed.D., Towson University

Chapter 12: The promise of problem-based service-learning and SLIFE: Building the future in the classroom today

Authors: Margaret Aker, Ph.D., Concordia University Chicago

Lynn Rochelle Daniel, Ed.S., Ph.D. Candidate, Concordia University Chicago

Luis Javier Pent鏮 Herrera, Ph.D., American College of Education