Name: Sheltered Voices. Why ESL Teachers Must Teach English Composition to Non-Native Speakers (en Inglés)
SKU: 67339099
Price: 33190.00 CLP
Availability: InStock
Author: Stephen Peridore
ISBN: 9798195364939

portada Sheltered Voices. Why ESL Teachers Must Teach English Composition to Non-Native Speakers (en Inglés)

Sheltered Voices. Why ESL Teachers Must Teach English Composition to Non-Native Speakers (en Inglés)

Formato

Libro Físico

Editorial

Independently published

Autor

Stephen Peridore

Año

2026

Idioma

Inglés

N° páginas

292

Encuadernación

Tapa Blanda

Dimensiones

22.9x15.2x1.5 cm

ISBN13

9798195364939

Sheltered Voices. Why ESL Teachers Must Teach English Composition to Non-Native Speakers (en Inglés)

Stephen Peridore (Autor) · Independently published · Tapa Blanda

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Reseña del libro "Sheltered Voices. Why ESL Teachers Must Teach English Composition to Non-Native Speakers (en Inglés)"

The Sheltered Advantage addresses a hidden crisis in American higher education: the systematic failure of non-native English speakers in mainstream composition classrooms. The manuscript argues that the default model of 'mainstreaming'-placing multilingual learners in writing courses designed for native speakers and taught by instructors without specialized training-is a structural failure that leads to high withdrawal and failure rates. Drawing on four decades of research in Second Language Acquisition (SLA), the book demonstrates that native speaker intuition is no substitute for pedagogical expertise. It introduces essential frameworks such as the SIOP Model, the BICS-CALP distinction, and contrastive rhetoric to provide a blueprint for institutional reform. By advocating for 'sheltered' instruction led by ESL-trained professionals, the author offers a roadmap to move from a deficit-based remedial model to a specialized, asset-based approach. This book is a call to action for administrators and faculty to align their practices with legal and ethical mandates for equal access, ensuring that every student receives instruction matched to their specific linguistic needs. It is both a theoretical defense of specialized pedagogy and a practical manual for achieving academic justice in an increasingly multilingual world.