English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone Review

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English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone Reviewnote: this book was ordered as required reading for a class. I used the Student Account that offers free 2 day shipping.
First of all, I was very disappointed in how long it took for this book to arrive. I ordered this and one other book at the same time (on a Tuesday). The one book was shipped out the next morning and arrived midday Thursday. This book for some reason, didn't get shipped out until Friday (despite being labeled as in-stock)given that there aren't deliveries on Sundays and Monday happened to be a holiday, I didn't get the book until Tuesday evening (a full week after I placed the order). This put me very behind in my required reading for the class.
Secondly, this reading is SUPER dense. It is all about various national studies on educating children. The information is good, but you need to have a big cup of coffee and be well-rested in order to follow the complicated structure, dense writing style, and abundance of references.
Overall, I wouldn't recommend this book unless it was required for a class and then i would recommend ordering it far in advance just in case.English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone OverviewFor educators individually and collectively who aspire to implement a curriculum based on intellectual quality, Pauline Gibbons book provides inspiration and guidance. The wealth of classroom examples based on actual practice convincingly refutes the argument, reflected in current polices, that EL and low-income students are incapable of benefiting from an intellectually challenging, inquiry-based curriculum. Jim Cummins University of TorontoDeep understanding, critical thinking, subject knowledge, and control of academic literacy are goals we have for all our students. The challenge for teachers is to find a way of teaching that helps everyone, including English language learners, to reach these high expectations. In English Language Learners, Academic Literacy, and Thinking, Pauline Gibbons presents an action-oriented approach that gives English learners high-level support to match our high expectations. Focusing on the middle grades of school, she shows how to plan rigorous, literacy-oriented, content-based instruction and illustrates what a high-challenge, high-support curriculum looks like in practice.Gibbons (author of Scaffolding Language, Scaffolding Learning) presents and discusses in detail five broad areas that enable English learners to participate in high-quality learning across the curriculum: engaging deeply with intellectual contexts developing academic literacy employing reading strategies and improving comprehension gaining writing independence and learning content-area genres using classroom talk to make sense of new concepts and as a bridge to writing.Based on these areas she then presents guidelines on designing long-term, high-quality instruction that simultaneously provides explicit scaffolding for English learners. Gibbons makes these guidelines an instructional reality through dozens of examples of rich activities and tasks that can be used across the curriculum and that support the learning of all students.English Language Learners, Academic Literacy, and Thinking supports teachers with doable plans for instruction, reflection questions for individual or group study together, and suggestions for further reading. The book is a valuable resource for in-service training and college courses and provides an ideal basis for a school-wide response to the growing challenges of raising the achievement of English language learners.

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