Ep 120. Balanced Literacy for SLIFE w/ Stephanie Ledger
Stephanie Ledger joins us to talk about why she uses a balanced literacy approach with SLIFE, the results, and how she does it. You can connect with Tan on Twitter at @TanKHuynh and TanKHuynh.com. You can learn more about my courses at https://tankhuynh.com/courses. Stephanie Ledger is an ESL/ELD early literacy resource teacher and a reception center assessor of newcomer students with the Waterloo Region District School Board, Ontario, Canada. Stephanie is passionate about co-creating equitable assessment and learning opportunities for multilingual learners (MLLs). She has spent over thirty years collaborating with elementary, secondary and adult multilingual learners and their teachers. Her research and practice focus on early literacy education for adolescent students of refugee background with limited or interrupted formal education (SLIFE). Stephanie has a Master of Education degree from Wilfrid LaurierUniversity, Waterloo, Ontario, Canada. Currently, she is designing and teaching a course through Wilfrid Laurier, focusing on asset-based language and literacy instruction for MLLs of diversebackgrounds. Stephanie’s research publications are: Ledger, S., & Montero, M. K. (2022). Transforming ESL Pedagogies: A Teacher’s Journey from Subject-Centered to Student-Centered Pedagogy When Teaching Print Literacy to SLIFE. In English and Students with Limited or Interrupted Formal Education: Global perspectives on teacher preparationand classroom practices. (pp. 141-159). Springer, Cham.https://link.springer.com/chapter/10.1007/978-3-030-86963-2_9 Ledger, S. (2021). Teacher Profile in Chapter 2: Social and emotional learning in pre- and in-service TESOL teacher preparation programs, In L.J. L. J. Pentón Herrera (Ed.), Social-emotional learning in the English language classroom: Fostering growth, self-care, andindependence. TESOL Press.https://www.amazon.ca/Social-Emotional-Learning-English-Language-Classroom/dp/1953745024 Ledger, S. (2017). Shifting pedagogy for adolescent refugees with limited or interrupted formal education: A case study of the professional experiences of a secondary english literacydevelopment teacher. MEd. Thesis, Wilfrid Laurier University, Waterloo, Ontario, Canada.https://scholars.wlu.ca/cgi/viewcontent.cgi?article=3090&context=etdMontero, K. M., Newmaster, S. and Ledger, S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE. Journal of Adolescent& Adult Literacy, 58(1), pp.59-69. https://ila.onlinelibrary.wiley.com/doi/abs/10.1002/jaal.318