Bridging English, fourth edition, is a comprehensive English methods text that is structured on James Moffett’s conception of the “universe of discourse” in the teaching of English: talking and listening, writing and reading. The textbook combines theory and practice, that is, overarching structures with particular instructional strategies. It provides prospective teachers with a huge array of approaches and activities that are active, constructivist, and student-centered. It mirrors that emphasis with boxed Invitations to Reflection that continually survey its readers about their experiences of English classrooms, their new learnings as they read the text, and their projection into classroom teaching of their own. It takes into account the range of student learners a teacher will teach from the gifted to the reluctant and struggling. It addresses the special needs of English language learners. It also anticipates the need of its readers ― prospective teachers ― to put theory and method into practice by designing and delivering effective units and lessons. In several chapters on pedagogy, it helps them answer questions such as: How do I actually teach writing? design a unit? evaluate student learning? This edition also addresses many of the most persistent issues that arise within the field, issues that bubble up in individual classrooms, English departments, and school communities and in the general culture.

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 this title" may belong to another edition of this title.

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