Bridging English - Softcover

Milner, Joseph O.; Milner, Lucy F.

4.12

138 ratings by Goodreads

Softcover

ISBN 10: 0130453064 ISBN 13: 9780130453068

Publisher: Pearson, 2002

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For Secondary English Methods courses.

The third edition of this popular text again takes a balanced, comprehensive approach to teaching English―one that creates a bridge between theory/background and practices that reflect today's diverse, challenging high school classrooms. This text has been praised for its unique components: discussion of “four stages” of reading texts and “three phases” of teaching texts; plus the close attention it pays to poetry, nonfiction, media, and writing. The authors' many years of experience teaching English are obvious throughout the material, but nowhere more so than in their straightforward presentation of organization and planning for instruction and their firm stand on teaching grammar.

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From the Back Cover:

This comprehensive English methods text grounds students in theory and prepares them for practice. It provides a huge array of active, constructivist, student-centered approaches and activities to ensure that students enter their own classrooms armed with the knowledge and tools they need to be effective teachers.

In this fifth edition the authors retain the strengths of the previous editions, while also addressing new developments in the field of English education, of education in general, and of the culture.

The increasing diversity of today’s students, with their unique learning styles and needs; the expanding definition of literacy; the mounting pressures of accountability and end-of-course testing; and the challenges and opportunities arising from rapid advances in technology are subjects that the authors tackle to bring the text up to date and in step with what’s really happening in today’s classrooms.

Unique to this new fifth edition –

� Instructional methods and curricular choices designed to help teachers meet the unique needs ofculturally, linguistically, and educationally diverse students in today’s classrooms.

� An expanded definition of literacy to encompass the wide range of abilities and competencies in today’s classrooms.

� Instructional strategies for incorporating technology in the classroom.

� Instructional strategies for preparing teachers to meet today’s persistent local, state, and national accountability.

� The most recent, up-to-date research in the field of reading and writing.

� A new Effective Practice in Today’s Classrooms feature that helps teachers see the link between theory and actual classroom practice.

� More comprehensive research, sharpened conceptual frameworks, more cogent methods, and more engaging lessons.

� A new co-author, Joan Mitchell, who brings to the text her years of experience as an award-winning English teacher in North Carolina and Colorado high schools, as well as her recent doctoral research in writing instruction.

About the Author:

Joe Milner is a professor of English Education at Wake Forest University and was, for 28 years, the Chairperson of the Education Department. Presently, he serves as Coordinator of the English Education Program, Director of the Advanced Placement Summer Institute, Director of the Visiting International Fellows Graduate Program, and Director of the North Carolina Literacy Project at Wake Forest University. During forty years of participation in the work of NCTE, he has served as Chair of the Conference on English Education, Chair of the International Assembly, Co-chair of the Assembly on American Literature, and a member of the Executive Committee and other committees. He is the author of eight books and numerous articles on English education, children's literature, aesthetics, linguistics, and American literature. For his years of service to English education on a national, state, and local level, he received the North Carolina English Teachers Association Lifetime Achievement award.

Lucy Milner has taught English in two urban high schools in North Carolina and English Education at Salem College. She has been involved in the North Carolina Governor’s School program for more than three decades, first as an English teacher and then as the Director of N. C. Governor’s School West. She has developed curriculum materials for several institutions and has written numerous book reviews and features for a variety of newspapers and educational journals, co-edited two books on children’s literature and English pedagogy, and co-authored five editions of Bridging English. Like her co-authors, she has received local and state awards for her educational work, but none so cherished as having two high school annuals dedicated to her.

Joan Mitchell is completing her Ed.D. in English Education at the University of Alabama. She is an award winning English teacher in North Carolina and Colorado high schools.

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