Portage and Main Press
978-1-55379-232-1
This revised and expanded edition of the 1990 bestseller includes the latest research in language acquisition: how to teach reading and writing and how to develop listening and speaking skills. It is filled with the authors’ trademark anecdotes and practical advice, based on their many years of experience working with ELL students. Strategies for teaching the four literacy skills-reading, writing, speaking, and listening-are enhanced by student examples and illustrations. To help you personalize the theory discussed, each chapter includes a section with questions and case studies so you can apply the information to your own school and issues.
Posted on the P&M Press website is the table of contents and several pages from this new title. Download the pdf by clicking on More-Than-Just-Surviving Sample.
ESL for Every Classroom Teacher
Third Edition
by Barbara Law and Mary Eckes
978-1-55379-232-1
P&M Press is pleased to announce the bestseller, The More-Than-Just-Surviving Handbook, is being revised and expanded.
The first edition of The More-Than-Just-Surviving Handbook was meant to be modest, forthright, and easy to access, crammed with as many funny, wonderful examples of student work that the authors could find. Barbara and Mary have maintained that accessibility in the third edition, which has been adapted and updated to help you better serve your students, to give you ideas, strategies, and examples so you will have the tools you need to succeed in your classroom.
If you would like to receive an email announcing when the 3rd Edition is available, email us at pr@pandmpress.com. Please write “send me information about The More-Than-Just-Surviving Handbook” in the subject line of your email.
We decided to include case studies at the end of each chapter of this edition of The More-Than-Just-Surviving Handbook to confront you with real-life kids, situations, challenges, and dilemmas and to help you think critically about what you might do should you be confronted with similar issues. The stories are of real kids, wrestling with real challenges, and they bring to life the issues we as teachers of English language learners grapple with daily. By using narrative to illuminate abstract theories of language learning, we are attempting to translate complex issues, goals, and ideas into vibrant reality.
Abir is enrolled in your school part way through the year. She tests at a level 2 (see pages 60–62). She is very shy at first and never talks above a whisper.
Bao is enrolled in your school. The person who brought her to school said that she knew a little English and had been in school in Fresno before she moved here.
Here is Vianney’s placement interview:
What’s your name?
Vianney.
Richard came to America to experience summer camp. He seemed to be a nice enough boy, but the other kids didn’t like him. It became quickly apparent that he still wore diapers, and his parents had sent along Tommy (see page 69) to tend to him and change his diaper when he made a mess. Here is Richard’s placement interview:
Yoshuane was in fifth grade when he was tested using the Language Assessment Scale (LAS). He had a very easy time with the oral portion of the test. Here is his retelling of a story he listened to:
