Overview
- First international comprehensive resource to focus on K-12 and students with limited or interrupted education
- Conceptualises the instructional, mental and social-emotional needs of students with limited or interrupted education
- Introduces a new theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugees
Part of the book series: Educational Linguistics (EDUL, volume 54)
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Table of contents (19 chapters)
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Front Matter
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Setting the Foundation: How We Want to Frame Our Conversations About Students with Limited or Interrupted Formal Education
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Front Matter
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Overview of Students with Limited or Interrupted Formal Education
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Front Matter
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Pre- and In-service Teacher Preparation
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Front Matter
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Effective Support for Students with Limited or Interrupted Formal Education in K-12 Learning Environments
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Front Matter
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Effective Support for Students with Limited or Interrupted Formal Education in Adult Learning Environments
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Front Matter
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Keywords
- Students with limited or interrupted formal education (SLIFE)
- Literacy education and second language learning for adults
- Literacy support for English learners
- Students with limited or interrupted formal education
- Pre- and in-service educators
- Refugees’ language and literacy learning
- Literacy education and second language learning for adults
- Mental health and educational support for refugees
- Socio-emotional support for refugees in education
- LGBTQ+ refugees and education
About this book
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.
Editors and Affiliations
About the editor
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).
Bibliographic Information
Book Title: English and Students with Limited or Interrupted Formal Education
Book Subtitle: Global Perspectives on Teacher Preparation and Classroom Practices
Editors: Luis Javier Pentón Herrera
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-3-030-86963-2
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022
Hardcover ISBN: 978-3-030-86962-5Published: 26 February 2022
Softcover ISBN: 978-3-030-86965-6Published: 27 February 2023
eBook ISBN: 978-3-030-86963-2Published: 25 February 2022
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: XXV, 355
Number of Illustrations: 1 b/w illustrations
Topics: Language Education, Literacy, Applied Linguistics, Education, general