Reynolds, K. M. (2015). Approaches to inclusive
English classrooms: A teacher’s handbook for content-based
instruction. Bristol, England: Multilingual Matters.
Kate Mastruserio Reynolds’s (2015) handbook on content-based
instruction (CBI) is a comprehensive guide intended for a wide-ranging
audience that includes general educators, administrators, curriculum
designers, and teachers of English language learners (ELLs) in K–12
public schools. The author attempts to address what have traditionally
been regarded as long-standing issues with CBI, including a lack of
coordination among classroom teachers and school administrators
(Stoller, 2004). Therefore, Mastruserio Reynolds’s work focuses on
educating and preparing preservice teachers for early success in working
with ELLs in the classroom—specifically in attempts to avoid what she
brands as “band-aid solutions” (p. 3) to ELL inclusion—all too often
employed only after-the-fact by undertrained educators.
Mastruserio Reynolds’s book is divided into two main sections,
with Section 1 devoted to providing a brief overview of the history of
teacher training with integrating language instruction into general
education classrooms. In addition to outlining common arguments both for
and against its integration, the opening section describes key theories
and facets of second language acquisition such as comprehensible input (Krashen, 1985), but it does so
in an accessible way for its audience that clearly illustrates the role
of language in teaching and conveying content.
Following the introductory section, Section 2 then composes the
majority of the text, providing in-depth explanations and analyses of
eight preparation models and approaches for ELL inclusion. Each CBI
model or approach receives ample attention, and the author offers a
wealth of useful information including detailed histories, descriptions,
theoretical underpinnings, examples, critical evaluations, and
suggestions for classroom implementation. Finally, the book concludes
with a comparative discussion chapter on the eight models and
approaches, which highlights crucial differences related to language
settings, program types, and additional factors for consideration.
The author delivers on her aim of providing a complete guide
for a varied audience. The book strikes a balance between theory and
practical applications, and Mastruserio Reynolds’s judicious use of
examples, diagrams, and figures aid in the illustration of key concepts.
Especially helpful are the end-of-chapter summaries and “Activities and
Discussions” sections, which provide additional opportunities for
reflection and continued exploration. In its totality, the book is a
particularly valuable resource for preservice teachers, but it is also
suitable for experienced instructors who are looking to expand their
knowledge of CBI theory and practice.
References
Krashen, S. D. (1985). The input hypothesis: Issues
and implications. New York, NY: Longman.
Reynolds, K. M. (2015). Approaches to inclusive
English classrooms: A teacher’s handbook for content-based
instruction. Bristol, England: Multilingual Matters.
Stoller, F. L. (2004). Content-based instruction: Perspectives
on curriculum planning. Annual Review of Applied Linguistics,
24, 261–283.
Matt Kessler is a PhD student in the Second
Language Studies program at Michigan State University. His research
interests include second language writing and computer-assisted language
learning. |
