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Strategic Translanguaging in Narratives: Bringing Our Cultural Worlds into Writing

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Strategic Translanguaging in Narratives: Bringing Our Cultural Worlds into Writing

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This article explores the intentional use of translanguaging—integrating multiple languages flexibly—within narrative writing to authentically represent cultural identities. Drawing from her own memoir, the author highlights how incorporating culturally specific words, such as Ukrainian terms, brings depth and authenticity to storytelling. The piece provides classroom strategies for teaching students to use translanguaging thoughtfully, emphasizing the importance of embedding cultural meaning rather than merely translating words. An example narrative, The Secret of the Vyshyvanka, demonstrates how cultural objects and context clues can enrich stories. Westerlund advocates for empowering multilingual learners to view their linguistic repertoire as a strength, fostering cultural pride and meaningful expression.

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Strategic Translanguaging in Narratives: Bringing Our Cultural Worlds into Writing

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When I was writing my memoir “From Borsch to Burgers: A Cross-Cultural Memoir”, I used Ukrainian words intentionally and purposefully. It was a strategy I used to connect with the words…

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Foster students' awareness of how they use language in different contexts by encouraging them to reflect on when and why they switch between languages. Help students understand that translanguaging is an active process—a verb—something we do to communicate effectively. By exploring when and how to blend languages, students will recognize how translanguaging can be most effective for different tasks, situations, or audiences, making their communication more dynamic and purposeful.

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To create an effective structure for the MLL students to check if their word choice fits the context.

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1) Be more Flexible with English - all for more trust and communication in English to avoid those unnecessary clandestine conversations. Explore and try more ways to do this in a safe space.

2) Padlets for MYP - use this paperless resource as a permanent and more collaborative word wall. This also allows students to see full representation and if I can keep this as a legacy padlet multiple students throughout various years can see their language represented and feel empowered.

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Encourage students to understand and use translanguaging in the classroom through word walls.

Create an inclusive environment where students feel that they are able to translanguage easily.

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Collaborative L1 DP Econ Notes

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Ensure that I provide time and space for students to access the contents and share their learning using mulitinglinuag.

co-plan with my IA to create a translanguagingroutines and structures to support mandarin and all languages speakers to access the contents and sharing their learning.

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Knowing why about what I'm teaching, and feel less stressed when translanguaging

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Using translational mediation strategies to (not just translating) help the English beginners in the classroom to enhance their translanguaging skills to communicate with others. Learning how to use Sketch-noting.

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Encourage students to share their language experiences and cultural backgrounds, creating an open classroom environment.

Design activities based on students' needs to effectively utilize multiple languages.

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Language Confidence--Help students gain confidence in using both their home language and English in the classroom.

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How to collaborate with the homeroom teacher to implement the translanguageing strategy to better support students learning with enhanced equity and inclusion environment.

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Dig deeper about teaching in multicultural context. Be more confident and be better at demonstrating collaboration skills with different people from various background for my students.

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Use this questionnaire as a blueprint to create one personalized to your school.

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Action 1:  Culturally Responsive School Checklist and Goal Setting

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Action 1:  Culturally Responsive School Checklist and Goal Setting

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You can do this individually, with a co-teacher, a team or as a division.

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Name pronunciation

Pronouns: She, Her, Ella

Professional Portfolio

Twitter X @cecigomez_g

Instagram @cecigomez__g

BlueSky

LinkedIn

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My Mother's Tongues: A Weaving of Languages

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My Mother's Tongues: A Weaving of Languages

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This is a great read-aloud to teach translanguaging to all ages!!

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Uma Menon (Author), Rahele Jomepour Bell (Illustrator)

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My Mother’s Tongues: A Weaving of Languages

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Sumi’s mother can speak two languages, Malayalam and English. And she can switch between them at the speed of sound: one language when talking to Sumi’s grandmother, another when she addresses the cashier. Sometimes with Sumi she speaks a combination of both. Could it be she possesses a superp…

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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The ASHA article Phonemic Inventories and Cultural and Linguistic Information Across Languages offers resources for SLPs and audiologists to understand phonemic systems of various languages. It highlights how native languages influence English sound production and provides tools for culturally responsive assessment and treatment.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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5 Simple Ways to Invite Translanguaging -and all its benefits!- Into Your Classroom - The All-Access Classroom

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Invite your multilingual learners to use translanguaging for learning! Here are some practical tips to get started!

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Translanguaging is one of the practices general education teachers can use in classrooms to support English learners as they access academic content.

It's the ability multilingual individuals possess to fluidly move between and simultaneously access two or more languages.

It's also a pedagogical approach to teaching that is gaining traction, and not only to help English learners, said Ryan Pontier, an assistant professor at Florida International University looking at the ways teachers draw on their languages as they are supporting students.

English-only instruction policies and mindsets through which translanguaging only serves as a scaffold for learning English can be barriers to ensuring true translanguaging happens in classrooms. But Pontier offers advice on how all teachers, including those who are monolingual, can support the practice.

To Pontier and other researchers, denying students the ability to translanguage denies them access to learning in a way that is representative of who they are as individuals.

"When we create intentional spaces and intentional tasks to be bilingual, to be multilingual, to produce something that draws on two or more languages, then what we're doing is we're actually pushing back against existing policies, we're becoming more transgressive. That's part of the trans nature of translanguaging," Pontier said.

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'Translanguaging Is What Bilinguals and Multilinguals Do': A Primer for Teachers

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What is translanguaging? Here is a guide to the practice, as well as examples for incorporating it in the classroom.

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Sketchnoting for Multilingual Minds: Empowering Teachers and Students

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Sketchnoting for Multilingual Minds: Empowering Teachers and Students [Gonzalez, Valentina] on Amazon.com. *FREE* shipping on qualifying offers. Sketchnoting for Multilingual Minds: Empowering Teachers and Students

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Sylvia Duckworth (Author) Format: Kindle Edition

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How to Sketchnote: A Step-by-Step Manual for Teachers and Students

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How to Sketchnote: A Step-by-Step Manual for Teachers and Students - Kindle edition by Duckworth, Sylvia. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading How to Sketchnote: A Step-by-Step Manual for Teachers and Students.

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Amazon.com: Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy: 9781338594898: Muhammad, Gholdy: Books

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction

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Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction [Muhammad, Gholdy] on Amazon.com. *FREE* shipping on qualifying offers. Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction

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12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum

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12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum

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The article "12 Questions to Ask When Designing Culturally and Historically Responsive Curriculum" by Dr. Gholdy Muhammad introduces a framework for creating inclusive and meaningful education. It emphasizes culturally and historically responsive education (CHRE), derived from Black educational traditions, which prioritizes identity, skills, intellectualism, criticality, and joy. The 12 guiding questions help educators design curriculum that connects learning to students' identities, teaches anti-oppression, fosters joy, and encourages social action. This approach centers student voices, engages families, and prepares students for academic success and lifelong fulfillment.

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Translanguaging is an approach to bilingual education that views language as a unitary system for bilingual speakers, recognizing their full linguistic repertoire. In this video, Dr. Ofelia Garcia, leading expert in translanguaging pedagogy, explores its importance and implementation in classrooms, highlighting how it addresses social justice issues and improves assessment of bilingual students. The concept considers both external societal and internal speaker perspectives on language. In practice, translanguaging allows students to use their complete linguistic resources, going beyond named languages to construct a unitary bilingual voice. The video outlines three key components of a translanguaging classroom: stance, design, and shifts. By adopting this approach, educators can create more equitable learning environments that validate bilingual community practices and transform students' sense of identity. Overall, the video emphasizes the transformative potential of translanguaging in serving bilingual students more effectively.

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TEMPLATE - Translanguaging Unit Plan for NIS

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Collaborative Teaching Models WIDA 2020.pdf

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Guidelines for Crafting Language Objectives | Ceci Gomez-Galvez 

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Mary Soto , an Assistant Professor in the Teacher Education Department at California State University East Bay, prepares teacher candidates and masters students to work with diverse learners. She is a co-author of ESL Teaching: Principles for Success (Heinemann, 2016) and has published articles on the topic of bilingual/ESL teaching. She presents at national and international conferences. Her research interests focus on best practices for long-term English Learners.

Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.

The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2 edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition , Between Worlds: Access to Second Language Acquisition, 3 edition , Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión , 2 edition , Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2 edition , Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners , and Teaching Reading in Multilingual Classrooms .

In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas .

Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden.

The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2 edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition , Between Worlds: Access to Second Language Acquisition, 3 edition , Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión , 2 edition , Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2 edition , Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners , and Teaching Reading in Multilingual Classrooms .

In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas .

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Equitable Access for English Learners, Grades K-6: Strategies and Units for Differentiating Your Language Arts Curriculum

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Amazon.com: Equitable Access for English Learners, Grades K-6: Strategies and Units for Differentiating Your Language Arts Curriculum: 9781544376882: Soto, Mary, Freeman, David E., Freeman, Yvonne S.: Books

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I used LFLT this past semester as the main text in an Intro to Linguistics for MA TESOL students. I appreciated it's attempt to relate linguistics content to classroom issues, although it was surprisingly quiet on topics one might have expected in this context: phonemic awareness, morphological awareness, phonics vs whole Lg. Etc.
The problems sets are skimpy and could have included more relevant to classroom practice. I also wasn't sure how much the little "Voices from the Classroom" boxes contributed. The chapters are solid, contentwise, with the exception of the syntax chapter, which is (frankly) weak. Instructors will need to correct some of the insufficiencies in their rules, add discussion about complements vs. modifiers, etc.
All in all, though, a good outing whose initial deficiencies can all be fixed in later editions.

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Linguistics for Language Teachers: Lessons for Classroom Practice

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Linguistics for Language Teachers: Lessons for Classroom Practice: 9781138681934: Medicine & Health Science Books @ Amazon.com

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Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language 1st Edition
by Whitney La Rocca (Author), Jeff Anderson (Author)

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Amazon.com: Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language: 9781625314505: La Rocca, Whitney, Anderson, Jeff: Books

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Jeff Anderson (Author), Travis Leech (Author), Holly Durham (Author) & 0 more

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Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing

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Amazon.com: Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing: 9781625315595: Anderson, Jeff, Leech, Travis, Durham, Holly: Books

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Jeff Anderson (Author), Whitney La Rocca (Author)

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Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language 9781625311856

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Amazon.com: Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language 9781625311856: 9781625311856: Anderson, Jeff, La Rocca, Whitney: Books

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It's estimated that more than 50% of teachers feel inadequately prepared to academically support multilingual student growth. Instructional coaches can equip teachers within months to successfully implement high-impact strategies that engage not just English learners but everyone in the classroom. Gain tools and practices to design professional learning plans that incorporate targeted strategies with the support of an instructional coaching program.

Instructional coaches and leaders will:

Understand multilingual learners' unique needs

Maximize growth opportunities for multilingual learners throughout their day―not just in specialized small-group time

Learn how to design a professional learning plan tailored to their context

Foster supportive and productive teacher-coach relationships

Gain tools and practices to support implementation of professional learning plans

Gain high-impact teaching strategies that accelerate learning for multilingual learners

Contents:
Introduction
Part 1: Foundations
Chapter 1: The Multilingual Learner
Chapter 2: The Professional Learning Plan
Chapter 3: The Instructional Coach
Chapter 4: Establishing a District Coaching Team
Part 2: Implementation
Chapter 5: Constructing Your Professional Learning Plan
Chapter 6: Organizing Professional Learning for Your Instructional Coaches
Chapter 7: Defining the Instructional Coaching Role
Chapter 8: Adapting for Your Context
Epilogue
References and Resources
Index

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Coaching for Multilingual Student Success: Intentional Practices to Accelerate Learning and Close Achievement Gaps (Instructional coaching that fully supports teachers of multilingual learners)

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Coaching for Multilingual Student Success: Intentional Practices to Accelerate Learning and Close Achievement Gaps (Instructional coaching that fully supports teachers of multilingual learners) [Karen Johannesen Brock, Contributor: Margarita Espino Calderón] on Amazon.com. *FREE* shipping on qualifying offers.

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You probably know that having young children memorize new words or relegating vocabulary instruction to one time of day is not the way to go, but you may not know what else to do to support students' vocabulary development. In this guide, Tanya Wright shows you how to make word learning more meaningful and engaging as you incorporate teaching about words across the day.

Young children love to learn and use new words; the key is to tap into their natural curiosity and excitement. Tanya shows you how to create opportunities for children to think about and use words in meaningful contexts during read aloud, content-area learning, reading instruction, and writing instruction-all day long! Classroom videos of teachers and children learning about words bring the ideas to life, and a friendly "What We Know" feature highlights important research that informs the practice.

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A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series

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Amazon.com: A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series: 9780325112770: Wright, Tanya S., Ray, Katie Wood: Books

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You probably know that having young children memorize new words or relegating vocabulary instruction to one time of day is not the way to go, but you may not know what else to do to support students' vocabulary development. In this guide, Tanya Wright shows you how to make word learning more meaningful and engaging as you incorporate teaching about words across the day.

Young children love to learn and use new words; the key is to tap into their natural curiosity and excitement. Tanya shows you how to create opportunities for children to think about and use words in meaningful contexts during read aloud, content-area learning, reading instruction, and writing instruction-all day long! Classroom videos of teachers and children learning about words bring the ideas to life, and a friendly "What We Know" feature highlights important research that informs the practice.

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A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series

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Amazon.com: A Teacher's Guide to Vocabulary Development Across the Day: The Classroom Essentials Series: 9780325112770: Wright, Tanya S., Ray, Katie Wood: Books

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Topics such as race , gender , politics , religion , and sexuality are part of our students' lives, yet when these subjects are brought up at school teachers often struggle with how to respond. How do we create learning conditions where kids can ask the questions they want to ask, muddle through how to say the things they are thinking, and have tough conversations? How can we be proactive and take steps to engaging in the types of conversations where risk is high but the payoff could be even greater?

Being the Change is based on the idea that people can develop skills and habits to serve them in the comprehension of social issues. Sara K. Ahmed identifies and unpacks the skills of social comprehension , providing teachers with tools and activities that help students make sense of themselves and the world as they navigate relevant topics in today's society.

Each chapter includes clear, transferrable lessons and practical strategies that help students learn about a targeted social comprehension concept. From exploring identity and diversity to understanding and addressing biases and microaggressions, Sara demonstrates how to address real issues honestly in the classroom while honoring and empowering students.

Dealing with social issues is uncomfortable and often messy, but you can build habitats of trust where kids and adults can make their thinking visible and cultivate empathy; where expression, identity, and social literacy matter. There is no magic formula for making the world a better place. It happens in the moments we embrace discomfort and have candid conversations.

"I am convinced that every class of kids I work with is filled with change agents who will make this world the one we teach toward. I believe that my students will carry the work of doing right by this world into their own lives.

I'll bet you believe this about your kids, too."

-Sara K. Ahmed

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Being the Change: Lessons and Strategies to Teach Social Comprehension

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Being the Change: Lessons and Strategies to Teach Social Comprehension [Ahmed, Sara K.] on Amazon.com. *FREE* shipping on qualifying offers. Being the Change: Lessons and Strategies to Teach Social Comprehension

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English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education

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English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education [Tsou, Wenli, Baker, Will] on Amazon.com. *FREE* shipping on qualifying offers. English-Medium Instruction Translanguaging Practices in Asia: Theories, Frameworks and Implementation in Higher Education

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Now in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK-12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the teaching methods and linguistic concepts to life. Highlighting ways to draw on emergent bilingual and multilingual students' strengths, the book presents innovative learning activities, lesson-planning ideas, technology applications, downloadable reproducible forms, and other resources. Second edition title: Building Literacy with English Language Learners .

New to This Edition
*Chapter on visual literacy.
*Extensive updated coverage of literacy in the digital age, including gamification and video games, digital reading, and uses of ChatGPT in the classroom.
*Increased attention to multimodal projects and activities.
*New or expanded discussions of translanguaging, dual-language instruction, English as a lingua franca as well as an academic language, and other timely topics.

Pedagogical Features
*"How Does This Look in the Classroom?" sections.
*Study and discussion questions in every chapter.
*Chapter-opening "Key Vocabulary" boxes.
*End-of-book glossary.

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Building Literacy with Multilingual Learners: Insights from Linguistics

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Amazon.com: Building Literacy with Multilingual Learners: Insights from Linguistics: 9781462553242: Lems, Kristin, Soro, Tenena M., Charles, Gareth: Books

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Difference or Disorder: Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students

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Accurately differentiate between errors that are related to second-language influence or are due to a communication disorder.Is your student having difficulty because they have an impairment or because they are learning a second language? Improve instructional targets for culturally and linguisti...

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Updated after 10 years of research and practice, the second edition of this bestselling resource includes an overview on the importance of oral language development, information on preparing the shadowing experience, the complete shadowing protocol, a guide for analyzing the shadowing experience and key oral language development strategies. The new edition also adds improved data collection for oral language expression, as well as highlights updated research and classroom practice concerning new policies and programs implemented across the country. A comprehensive guide to ELL shadowing is presented alongside

· Detailed case studies showing real-world examples

· Guidelines for analyzing and reflecting on the shadowing experience

· Guidelines for shadowing in a virtual environment

· Guidelines for shadowing in a multilingual environment

· An assets-based orientation to student learning and the use of achievement data to improve ELL education

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Shadowing Multilingual Learners [Soto, Ivannia] on Amazon.com. *FREE* shipping on qualifying offers. Shadowing Multilingual Learners

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Responding to the need to prepare elementary teachers for the increasing linguistic diversity in schools, this book presents key foundational principles in language and literacy development for linguistically diverse students. Readers see these ideas enacted through the journeys of real students as they progress from 1st through 6th grade. What emerges is both a "big picture" and an "up-close and personal" look at the successes, obstacles, and developmental nuances for students learning to read and write in a new language in inclusive classrooms. Throughout, the authors provide crucial guidance to educators that will support them in taking conscious steps toward creating educational equity for linguistically diverse students.

Book Features:

Illuminates the variation among students who have been categorized as English language learners.

Provides access to a broad range of research-based approaches in teacher-friendly language.

Examines key dilemmas that teachers are likely to encounter in today's classrooms.

Avoids recipes or "cookie-cutter" approaches to complex scenarios.

Addresses academic vocabulary and language development, a key barrier to accessing content for students learning English as a new language.

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Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms (Language and Literacy Series)

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Amazon.com: Inclusive Literacy Teaching: Differentiating Approaches in Multilingual Elementary Classrooms (Language and Literacy Series): 9780807757864: Helman, Lori, Rogers, Carrie, Frederick, Amy, Struck, Maggie, Jimenez, Robert T.: Books

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"Full of delightful insights, this book is thoroughly researched and compulsively readable." sparkles with insight. After reading this book, you will see and hear words differently-and feel a deeper appreciation for the sheer majesty of the human mind. (Bonus: It will also make you want to learn Swedish, Spanish, or Swahili!) Viorica Marian takes her place alongside Steven Pinker and George Lakoff as the author of an essential work about the science of language." in that mind. Specialist and non-specialist readers alike will be captivated." , Dr. Viorica Marian - an internationally renown expert in bilingualism research - beautifully shows all the ways that learning a second language can do so much more than simply add another way of talking; it can fortify your brain to make you sharper, wiser, more creative, and more open-minded. And she provides the scholarly receipts for her evidence in a comprehensive Notes section. With clear prose, insightful analogies, and a sly sense of humor, Marian reports masterfully on the science of bilingualism to reveal that one of the most effective ways for any monolingual to expand and improve their mind is to learn a second language."
- Kirkus -

"Marian, a professor of communication sciences and disorders at Northwestern University, makes a convincing case for multilingualism in her illuminating debut... Marian's extensive research and thoughtful analysis lend this entry weight, and the lay reader-friendly prose makes it all go down smoothly. Curious monolinguals will be inspired to expand their linguistic horizons."
Publishers Weekly The Power of Language -Daniel H. Pink, #1 New York Times bestselling author of Drive
, When , and The Power of Regret Howard Gardner, professor, Harvard Graduate School of Education, author of the seminal bestseller Frames of Mind: The Theory of Multiple Intelligences does language as on what language does for the mind and its user, and crucially, on what the consequences are, for individuals and entire societies, of having more than one language -Gerry Altmann, former editor of

"Whether or not you have reflected on language, whether or not you speak or think in several languages, you will learn a lot from this well-researched and well written book."
- Cognition: The International Journal of Cognitive Science , and award-winning author of The Ascent of Babel

"There exist countless books on language, each one a variant, it sometimes appears, of the ones that preceded it. But Viorica Marian has done the seemingly impossible-given us a uniquely original, fresh, and powerful perspective that promises to shape the scientific study of language and mind well into the future. Her focus is not so much on how the mind Morten H. Christiansen, professor of psychology, Cornell University, professor in cognitive science of language, Aarhus University, Denmark, senior scientist, Haskins Laboratories, author of The Language Game The Power of Language
Michael J. Spivey, professor of cognitive science, University of California, author of Who You Are and The Continuity of Mind Shimon Edelman, professor of psychology, Cornell University, author of Computing the Mind

"A highly engaging and personal journey into the superpower you didn't know you had!"
-

"If you speak only one language, you might be tempted to assume there's only one way to see the world. Many Americans took a couple years of a second language in high school but went no further. Meanwhile, the American poet Ferlinghetti wrote: Pity the nation that knows no other language than its own. In
-

"In this easy-to-read and informative book, Professor Viorica Marian marshals her extensive research experience, broad knowledge of science, and a personal and engaging style in telling the story of the one arguably most human cognitive faculty: language. Among other things, this book explains how the mastery of language - or, even better, of several languages - helps us think better, live better for longer, and be better to each other. Read it, and you'll be better for it!"
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Dr. Viorica Marian is the Ralph and Jean Sundin Endowed Professor of Communication Sciences and Disorders and professor of psychology at Northwestern University. Since 2000, Marian has directed the university's Bilingualism and Psycholinguistics Research Lab, receiving funding from the National Institutes of Health and the National Science Foundation. She previously served as chair of the National Institutes of Health Language and Communication Study Section (2020-2022) and chair of the Northwestern University Department of Communication Sciences and Disorders (2011-2014).

Marian is a native speaker of Romanian; a native-like speaker of Russian; a fluent speaker of English; and has studied or conducted research with a variety of other languages, including American Sign Language, Cantonese, Dutch, French, German, Mandarin, Spanish, Thai, and Ukrainian.

Apart from scientific papers, Marian has written for Scientific American , Psychology Today , The Hill , Medium , Latino USA , Los Angeles Review of Books , and Chicago Tribune. Her work has been featured on NPR, PBS, BBC, NBC, and CBS, as well as many podcasts.

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The Power of Language: How the Codes We Use to Think, Speak, and Live Transform Our Minds

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Buy The Power of Language: How the Codes We Use to Think, Speak, and Live Transform Our Minds on Amazon.com ✓ FREE SHIPPING on qualified orders

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Reading & Writing with English Learners offers kindergarten through fifth grade reading and writing educators a user-friendly guide and framework for supporting English learners in balanced literacy classrooms. Authors Valentina Gonzalez and Melinda Miller lead readers in exploring the components of Reading & Writing with English Learners with a special eye for increasing the effectiveness of instructional methods and quality of instruction to serve English learners.

The book you hold in your hands shares practical and effective techniques for accommodating reading and writing instruction

to design learning that simultaneously increases literacy and language development.

Reading & Writing with English Learners was written for:

* K-5 Classroom Teachers

* ESL Teachers

* Reading and Writing Instructional Coaches

* District Leaders

Reading & Writing with English Learners includes:

* the components of Reading & Writing Workshop

* accommodations that support English Learners

* high yield practices for Reading & Writing Workshop during remote teaching

* the role of phonics

* a culturally inclusive booklist

* activities that support Reading & Writing Workshop

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Reading & Writing with English Learners: A Framework for K-5: A Framework for K-

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Amazon.com: Reading & Writing with English Learners: A Framework for K-5: A Framework for K-: 9781732194878: Gonzalez, Valentina, Miller, Melinda: Books

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Rooted in Strength [Espinosa, Cecilia M., Ascenzi-Moreno, Laura] on Amazon.com. *FREE* shipping on qualifying offers. Rooted in Strength

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Implement language portfolios as a tool for self-assessment, reflection, and goal-setting. Students can collect samples of their work, track their progress, and set personalized language learning goals. Portfolios can include writing samples, audio recordings, or multimedia projects that showcase students' growing language proficiency and cultural understanding.

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Source:  Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series) by Geneva Gay

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Culturally Responsive Teaching: Incorporate students' cultural backgrounds and experiences into language instruction. Choose texts, topics, and activities that reflect the diversity of your students. For instance, explore folktales, music, or traditions from students' heritage cultures and link them to the target language and culture.

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This article provides compelling reasons to promote and support bilingualism as part of a well-rounded secondary education. The cognitive, social-emotional, and even physical health benefits can empower students to thrive, both in their academic pursuits and their lifelong wellness and success.

The key for schools and teachers is to value students' home/primary languages as assets, and to create an environment where bilingualism is seen as the norm rather than the exception. Practical strategies could include bilingual projects and presentations, language exchange programs, and ensuring equitable access to rigorous content for emerging bilingual students. By nurturing bilingualism, we set students up for a lifetime of enhanced potential.

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Speak Two, Live Better: 9 Ways Bilingualism Boosts Wellness

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One language sets you in a corridor for life. Two languages open every door along the way. — Frank Smith

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Invite community members, such as local historians, politicians, or activists, to share their experiences and perspectives with the class. This helps students see the relevance of Social Studies to their lives and communities.

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Use graphic organizers and other scaffolds to help students visualize connections between ideas and organize information. For example, use a Venn diagram to compare and contrast political systems or a timeline to track historical events.

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Supporting ELLs in Mathematics (Deep dive!)

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Supporting ELLs in Mathematics (Deep dive!)

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Resource from Stanford University that provides guidance for designing mathematics curricula that effectively support language and content development for all BMLs.

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Recommended text for Math & Science MYP teachers.

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This powerful book reminds us of every student's assets and cultures in the learning spaces. The intentionality of using specific language and content are powerful
scaffolds and culturally sustaining practices is essential for drawing the brilliance of multilingual learners. Educators seeking practical approaches to support multilingual learners will find clear guidance for immediate implementation. -- Ma Bernadette Andres-Salgarino

action steps that educators can take to build on MLLs' cultural and linguistic backgrounds while fostering both content and language learning. -- Sydney Snyder

E
It is so exciting to see a book for MLL instruction in K-8th that focuses on math and science! Soto's framework connects language and content with
culturally responsive teaching. Vignettes, equity moves, and strategy descriptions provide a practical way to address math and science standards
with guiding questions to engage teachers. Sample lessons highlight the aspects of the framework. -- Margarita E. Calderon

Soto, Sagun, and Beiersdorf speak to the critical need to build on student assets while engaging in authentic learning through cultural and responsive standards-based pedagogy. The equity moves come alive with specific student examples and the research base and scaffolds needed to engage in authentic learning so multilingual learners can thrive. -- Imelda L. Nava

Delivering math and science instruction for multilingual learners will remain elusive without this how-to book. Successful STEAM or STREAM
education hinges on reducing the language barrier to conceptual understanding for students who are linguistically different. This clearly written
book provides a blueprint for changing the learning trajectory for multilingual learners with teaching strategies that are engaging, effective, and practical for today's diverse classrooms. -- Kenneth A. Wesson

Through the inclusion of research-based instructional strategies, concrete examples, and classroom vignettes, Soto, Sagun, and Beiersdorf
demonstrate how a culturally responsive teaching lens can be naturally integrated into math and science lessons. Their equity moves quity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 is an important work that connects research to practice in meaningful and useful ways. It is a powerful tool for all teachers of multilingual students and should be required reading in teacher preparation programs. Congratulations to the authors for this outstanding work. -- Jody Z. Priselac

Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University's School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/, is a faculty advisor in the Teacher Education Program (TEP) at the University of California, Los
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change , a best seller that was recognized by Education Trust-West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs ; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall ; and Responsive Schooling for Culturally and Linguistically Diverse Students Theodore Ruiz Sagun, EdD

Angeles (UCLA). In this role, he works and supports mathematics and science teachers who are new to teaching. Sagun is also
the director of mathematics instruction and learning at UCLA's Community Programs Office where he works alongside middle school and high
school mathematics teachers to surface and recognize students' strengths. While in this position, Sagun has also served as a co-investigator of a Carnegie research project focused on the teaching and learning of mathematics. Prior to these experiences, Sagun served as an associate director of the UCLA Mathematics Project (UCLAMP). In this role, he became curious and interested in students' mathematical thinking and ideas related to Cognitively Guided Instruction (CGI). Sagun has facilitated professional development spanning elementary to secondary mathematics for the UCLAMP. In other roles, Sagun has worked with NCSM: Leadership in Mathematics Education to contribute to its Essential Actions Series. In this effort, he helped to write Culturally Relevant Leadership in Mathematics Education for NCSM (2022). Sagun also served on the California Mathematics Curriculum Framework and Evaluation Criteria Committee in 2012 and 2020. He has presented at an array of conferences including the International Psychology of Mathematics Education, National Council of Teachers of Mathematics (NCTM), CGI, and California Mathematics Council North, South, and Central. Sagun has served as an adjunct professor at Whittier College and began his mathematics teaching career working with middle school and high school students in Whittier, California.

Michael Beiersdorf is a National Board Certified equity-driven educator who believes passionately in the power of education to
transform students' lives. He currently serves as the administrative coordinator for the Los Angeles Unified School District (LAUSD) Micro-Credentialing Program, where he is honored to play a role in supporting the growth and development of highly effective educators. In this role, he was responsible for developing and launching the LAUSD's inaugural micro-credential in science, technology, engineering, the arts, and mathematics (STEAM) during the 2018-2019 school year. The micro-credentialing process allows educators to cultivate expertise in identified areas, use data and reflection for improvement, and be recognized for their accomplishments in driving student learning. In addition
to his micro-credential work in STEAM, Beiersdorf has collaborated with partners inside and outside his district to develop and launch additional micro-credentials in various subject areas, all ultimately grounded in language and literacy with an equity lens.
Before leading the work of micro-credentialing within LAUSD's Human Resources Division, Beiersdorf served as a district science
and STEAM content expert, where he designed and delivered professional learning for teachers and administrators that supported their implementation of the Next Generation Science Standards and STEAM instruction. Beiersdorf's professional development expertise extends beyond science and STEAM, and he has led initiatives in various disciplines to build the capacity of all adults who interact with students. Audiences have included new and experienced teachers and administrators, paraprofessionals, and classified staff in both in-person
and virtual settings. As his district pivoted to distance learning at the beginning of the COVID-19 pandemic, he led its Future Ready Certification, which was a collaborative effort to prepare approximately 14,000 educators to serve their students and families online. His work as a science and human resources administrator was preceded by 17 years as a science teacher for multilingual middle school students in Los Angeles and high school students in Tanzania, East Africa, where he served as a Peace Corps Education Volunteer. During his time teaching,
in addition to earning his National Board Certification in early adolescence science, Beiersdorf was honored to be selected as one of his district's Teachers of the Year. He is currently in the process of completing the dissertation for his doctorate in education at California State University, Northridge, with a focus on science teacher professional development.

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Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 (Corwin Mathematics Series)

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Amazon.com: Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 (Corwin Mathematics Series): 9781071873601: Soto, Ivannia, Sagun, Theodore, Beiersdorf, Michael: Books

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Implement regular math talks in your classroom where students discuss and analyze mathematical ideas. Encourage students to use their entire linguistic repertoires during these discussions. Math talks promote oral language development, critical thinking, and conceptual understanding.

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Create a multilingual word wall in your classroom featuring key mathematical terms in English and the various languages spoken by your students. Better yet, collaborate with your students to build it with you! This visual resource helps students make connections between languages and reinforces important vocabulary.

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When I taught math in Boston my classroom was next to a Geometry teacher who had a math word wall that spread just about floor to ceiling. At the time I thought it was a bit extreme. I mean, aren't high school kids a little old for so many visuals? Did they really need all that?

Well, my teacher neighbor went on to become Teacher of the Year and I went on to realize how powerful math word walls are - especially those that show math vocabulary in context.

Before landing that first full-time teaching job, I was a substitute teacher for a year. I'll never forget a job I took in a kindergarten class. The letter of the day was K. Some kids could write "kite", "kat" (English is so weird), while other kids couldn't even write a K.

The discrepancy in abilities I saw that day in kids so young completely blew my mind. If there was such a large span of abilities in five year olds, what about in 15, 16, 17, 18 year olds? And how would I reach them?

In all of our classrooms there is a wide range of abilities. Some kids are above grade level while others may be years behind. What I like the most about math word walls is that they are always there offering information to students who need it.

Whether they are too shy to ask a question or need a quick reminder, or maybe they have a hard time concentrating so do a lot of looking around the room. While they are glancing around, maybe they'll learn something new. Word walls allow kids to access the curriculum at their level and continue to offer support every day. I write more about this in the post 5 Ways Math Word Walls Have Changed My Teaching .

In this post I'll share photos of my own classroom's word walls (like the photo at the top) as well as photos of word walls I have made for teachers by request. This post is linked in 8 Out-of-the-Box Ideas for Teaching Algebra and Geometry on the We Are Teachers blog.

My teacher back in Boston neighbor was absolutely right in putting it all out there like that. If you think about it, there's a measly 5 year age difference between a 4th grader and a 9th grader. Yes, kids do grow quick, but what is it about those 5 short years that suddenly allows students to remember and recall everything and no longer need visual reminders?

When my husband moved from teaching elementary school to high school he was a little worried. I told him that high schoolers are just little kids in big bodies. It's true! They still need the support of word walls as much as the little ones do.
For me, adding to my walls not only made my classroom a more inviting place to learn, it also made it one giant reference sheet. This immediately lowered my students' anxiety levels to where memorization and past misconceptions were no longer sticking points.

All of my math word walls are available in this. Each math word wall is
available individually and in smaller 4-grade bundles.

Since starting at my current school, I have taught Geometry, Biology, Consumer Math and Algebra 2. Since is so important, we have references for it too. Here are some photos of the word walls in my classroom.

Here you can see an anchor chart for drawing and naming points, lines and segments. I made the parallel lines cut by a transversal poster below it from cut paper.

This parallel lines cut by a transversal poster was one I made for a class of sophomore study skills students who were taking Geometry. Many of them were mixing up the angle pairs. So I made this poster for them to put in their notebooks (above is the enlarged version ).

I also converted it to work on GOOGLE Slides as a digital angle pairs poster .

I recently made a Geometry word wall and a super sweet teacher sent me this photo of it hanging in her classroom. Here is my own photo of some of the included parts up close:

Here is a closeup of the transformations section:

Next up is our wall of , Geometry and Algebra 2 formulas. I like to think of this wall as "the hodgepodge", though I have since updated most of my math word walls .

The , slope formula, y=mx+b, and green exponents posters are all also made from cut colored paper like the angle pairs poster in the previous photo. Here's a close up of the exponents posters:

This exponent rules posters is made out of cut paper too. I added exponent rules into my 8th grade math word wall. Here is a photo of some of the graphing references included. You can also see all of the middle school math word walls I have made in the post Middle School Math Word Wall Ideas .

An scatter plots:

This PEMDAS mobile was a recent addition.

Our Algebra 2 word wall has grown a lot over the years. Teachers have asked me to make parent graphs for nonlinear functions and also expand the word wall in other areas. It's gone through a lot of updates! :) Here's a photo of our reference for quadratics.

And of course we need a Quadratic Formula anchor chart. My students were able to use this one a lot more effectively once I added the white-out to the a, b and c in the formula. You can read more about our quadratics activities in the post Fun with Quadratics .

We teach a lot of vertex form in Algebra 2 so we reference these 3 anchor charts on our Algebra 2 word wall for nonlinear equations all year. These are updated printable versions of cut paper versions I finally retired this year. It was time.

I love catching students glancing at our word walls for hints. To me, knowing how to access information is just as important as the information itself. Every year I add more and more to our classroom word walls. The more I add, the better things get. One of the
free quadratics math posters that worked especially well during our combined graphing calculator/projectile motion unit - a unit that is VERY hard at first for my students - was this one.

It shows good cursor placements for finding maximum points and zeros. My students get confused by "left bound" and "right bound" and this poster all but completely eliminates this confusion.

These factoring anchor charts hang in my room to remind my students how to factor trinomials and binomials. I always find my students have a harder time retaining how to factor binomials than trinomials!

In an earlier post I wrote about our classroom Fridge, an area in our classroom where students are invited to display their hard work. I am always surprised that even my seniors would rather hang their work in our classroom than take it home. Math pennants are another fun way to display student work. See more math pennants .

Having a
language of math poster has helped so much, especially for those small but powerful words like "of" and "is". When kids start seeing Math as a language that can be translated into symbols... WHOA watch out World! :)
With references on the walls I feel like a better teacher and my students feel less anxious and more confident in their ability to do hard math. The more I add to my classroom walls the more empowered my students feel and become.

Math word wall posts:

High school math word walls:

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fun math teaching ideas and activities for middle school and high school

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math pennants and free reference sheets.

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When I taught math in Boston my classroom was next to a Geometry teacher who had a math word wall that spread just about floor to ceiling. At the time I thought it was a bit extreme. I mean, aren't high school kids a little old for so many visuals?

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Look for opportunities to collaborate with other teachers to highlight MLLs' voices using diverse mediums.

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Mrs. Kirkwood’s Art Room on Instagram: "@sumin_kwon03 's progress today ✨#grade8 #photocollage projects are just beginning - always exciting when they start adding in their personal narrative writing from @n8lill & @ceci_gg 's class #sisrocks #collaboration #shekouart #arteducation"

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69 likes, 2 comments - morganstudentart on November 16, 2016: "@sumin_kwon03 's progress today ✨#grade8 #photocollage projects are just beginning - always exciting when they start adding in their personal narrative writing from @n8lill & @ceci_gg 's class #sisrocks #collaboration #shekouart #arteducation". 

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Encourage students to work together on art projects, promoting language use and social interaction. Assign roles within groups to ensure active participation from all students. Follow @morganstudentart for examples of how to create inclusive and collaborative art classrooms.

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Mrs. Kirkwood’s Art Room on Instagram: "Bubble tea and a huge mess on the library floor can mean only one thing...it's Friday afternoon! So proud of this mural group that stays every Friday until 6 to create a legacy piece for their school & peers. 💖💖💖just a little sneak peek 👀hope we can show the final product soon!!! #sisrocks #shekouart #arted #arteducation"

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123 likes, 2 comments - morganstudentart on April 7, 2017: "Bubble tea and a huge mess on the library floor can mean only one thing...it's Friday afternoon! So proud of this mural group that stays every Friday until 6 to create a legacy piece for their school & peers. 💖💖💖just a little sneak peek 👀hope we can show the final product soon!!! #sisrocks #shekouart #arted #arteducation". 

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Create a classroom environment that welcomes and encourages students to use their entire linguistic repertoire. Allow students to discuss, strategize, and collaborate using any combination of their languages, as this promotes deeper understanding and engagement.

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Translanguaging: Teacher's Role in the Classroom

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Use TPR techniques, which involve coupling language with physical movements, to reinforce vocabulary and instructions. For example, when introducing a new skill or activity, say the key terms while demonstrating the corresponding actions.

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ITTT International TEFL & TESOL Training

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Theories, Methods & Techniques of Teaching - Total Physical Response

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Provide counseling materials, such as handouts and worksheets, in students' home languages to ensure understanding and accessibility. This can include translating existing materials or creating new ones tailored to specific language groups.

Try WidgitOnline.com to create materials.

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Adapt counseling techniques to be sensitive to students' cultural backgrounds. For example, use culturally relevant examples and metaphors, and consider how cultural norms may influence students' emotional expressions and help-seeking behaviors.

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Involve families and the wider community in promoting health and wellbeing. Organize multilingual family fitness events, health fairs, or cultural festivals that celebrate the diverse backgrounds of your students. Invite family members or community leaders to share their expertise on traditional health practices, games, or dances. This not only strengthens the home-school connection but also validates students' cultural identities and knowledge.

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Work closely with language teachers to understand students' language proficiency levels and to develop strategies for supporting their mental health needs. For instance, language teachers can help identify idioms or expressions related to emotions in students' home languages.

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#140: The Collaborative Instructional Cycle - TanKHuynh

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The Collaborative Instructional Cycle is a process where teachers co-plan, co-assess, co-teach, and co-reflect.

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#140: The Collaborative Instructional Cycle

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Social-Emotional Learning (SEL) for MLLs

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Social-Emotional Learning (SEL) for MLLs

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Integrate SEL activities into your physical education lessons to support students' mental health and wellbeing. Use storytelling, role-playing, or team-building exercises that allow students to express their emotions, practice empathy, and develop resilience. Provide prompts or scenarios in multiple languages and encourage students to respond using their preferred language or a combination of languages.

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"Diane Staehr Fenner and Mindi Teich's new book, Social Emotional Learning for Multilingual Learners: Essential Actions for Success , is a masterful addition to their robust body of work in support of multilingual learners. It is a call to action for all educators to address the SEL competencies that support all students, with a focus on the unique needs of multilingual learners, the complexity of their experiences, and the long-standing systematic issues impacting this population. The book is designed for all educators as it provides clear strategies and recommendations for the inclusion of SEL competencies in all our daily work with our students, as it also encourages professionals to become more self-reflective and empathic in our interactions with students and one another." -- Diane Howitt, Executive Director Published On: 2023-11-09"Immense thanks to Diane Staehr Fenner and Mindi Teich for writing this book because the topic is so prevalent, yet few books address the specific social-emotional needs of our ML kids and provide professional learning tools for practitioners. Long-term school success is not just about academics, and it's not just about dealing with 'learning loss' or the pandemic effect. This book gives educators, administrators, and school support instructional personnel like school counselors the most comprehensive information, real examples, and actual tools and guidance to best work with our ML students to shape and ensure their well-being." -- Giselle Lundy-Ponce, Director, Educational Rights and Social Justice Initiatives and Policy, American Federation of Teachers Published On: 2023-11-13 -- April Perkins, Director of Multilingual Programs Published On: 2023-11-08 -- Eleni Pappamihiel, Professor Published On: 2023-11-07 -- Luis-Gustavo Martinez, Senior Policy Analyst/Program Specialist Published On: 2023-11-14 -- Daniel Ward, Editor Published On: 2023-11-01 -- Ayanna Cooper, Author/Consultant Published On: 2023-11-08 -- Tan Huynh, Secondary ELD Teacher Published On: 2023-11-08 -- Beth Skelton, Education Consultant Published On: 2023-11-01 -- David Nieto, Associate Professor Published On: 2023-11-13 -- Dr. Andrea Honigsfeld, Author/Consultant, Professor of TESOL Teacher Education Published On: 2023-11-13 -- Lydia Breiseth, Director Published On: 2023-11-14 -- Ron Woo, Executive Director Published On: 2023-11-14 -- Sam Klein, Supervisor Published On: 2023-11-16

"A critical extension of the CASEL Framework, this book offers educators the most essential understandings of the social and emotional inner lives of multilingual learners, as well as tangible actions they can take to support students in building their SEL competencies. Staehr Fenner and Teich shine a timely light on the need for nuanced and culturally-sensitive SEL programs. Whatever your role in a school community, you will find information and ideas that will transform your practice permanently."

"While social-emotional learning has become a hot topic across educational circles, not enough attention has focused on the needs of multilingual learners. Teachers are an essential element in addressing their social-emotional needs, but only 30% of the professional development related to SEL addresses MLs specifically. Ideally, teachers and administrators will become well-versed in the concepts and processes put forward in this new book. Immigration can offer hope and new opportunities to families seeking a better life, but the process is too often filled with challenges and uncertainties. Diane Staehr Fenner and Mindi Teich′s work helps all educators empower immigrants and their children to truly make the most of those opportunities."

"Dr. Staehr Fenner and Ms. Teich's book amplifies the urgency of understanding how social-emotional learning approaches address the emotional needs of diverse, multilingual learners in our classrooms, schools, and districts. They share practical educator actions to support MLs' access to each of the five SEL competencies and create space for educators to reflect on their own experiences with SEL as they navigate their unique learning journey. I highly recommend this timely book to all educators looking to elevate their mindset to implement critical considerations, strategies, and tools to intentionally integrate SEL for MLs into their daily instructional practices, accelerate learning opportunities, and foster MLs′ well-being and academic success."

"Staehr Fenner and Teich bravely approach the naturally sensitive topic of SEL with simple rationale and actionable techniques that should enable all educators and administrators to provide multilingual learners with the environment to thrive."

"Staehr Fenner and Teich have provided a valuable and especially timely resource that centers on the socio-emotional needs of linguistically diverse learners. By engaging in self-reflection and application, individually or as part of a learning community, readers will increase their understanding of terms, definitions, SEL competencies, and essential practices. The practices described are necessary for all educators to recognize, further develop, and support the well-being of their students. Academically robust, healthy, socio-emotionally empowered learning communities are what all students deserve."

"Every time Diane and her colleagues write a book, my practice transforms and levels up. While reading this book, I immediately started revising my lesson and unit plans to integrate SEL. I love frameworks, and this book offers a central framework that guides SEL integration. Each chapter shows us how to delicately design instruction so that life-skill development is not an ′extra′ responsibility but actually foundational to working with MLs."

"This urgently needed book guides educators through a framework of practical ways to integrate equitable SEL instruction for multilingual learners throughout the school day. The real-life scenarios, note-taking tools, checklists, and reflection questions will support educators as they collaborate to thoughtfully and systematically implement the recommendations at a classroom and school-wide level. All educators and the multilingual learners they serve will benefit from the affirming practices in this book."

"One of the areas that has received less attention regarding the education of culturally and linguistically diverse students is social emotional learning. Staehr Fenner and Teich's work, grounded on an advocacy stand, not only provides clear directions to implement SEL competencies for the benefit of MLs, but also describes the principles and rationale behind each of these competencies."

"Diane Staehr Fenner and Mindi Teich combined their decades of field-experiences and produced a much-needed new resource. They not only make an indisputable claim that Social Emotional Learning for Multilingual Learners is an essential component of these students' education, but they also offer a well-constructed framework and concrete, actionable recommendations. A must-have for today's complex classrooms!"

"This book provides a much-needed comprehensive and holistic ′deep dive′ into the multi-layered topic of social and emotional learning with multilingual learners at the forefront. The authors provide numerous hands-on tools and reflection questions to help schools ensure that their SEL efforts and priorities are equitable, inclusive, culturally and linguistically responsive, trauma-informed, and focused on the well-being of all students within the school community."

" Social Emotional Learning for Multilingual Learners: Essential Actions for Success

could not come at a better time as more and more migrants and asylum seekers are entering our schools. Our emergent multilingual learners face unique challenges when acquiring a new language in a culturally different environment. The strategies in this book will provide them with the necessary tools and skills to effectively navigate those challenges and thrive." "Over the years, when creating professional learning for teachers, I have often referred back to books by Diane Staehr Fenner. Her ability to take research and make it useful for practitioners is impressive. In Social Emotional Learning for Multilingual Learners: Essential Actions for Success by Diane Staehr Fenner and Mindi Teich, she does it again. Both authors bring current understanding of issues around social emotional learning to the forefront. How can we teach a student that isn′t in a state of mind to learn? This book helps you go beyond just understanding and empathy. It helps teachers and school staff thoroughly understand how to help multilingual learners reach their fullest potential."

"Diane Staehr Fenner and Mindi Teich are steadfast advocates for multilingual learners―especially when it comes to supporting their social-emotional well-being. They provide practical tools for building and strengthening multilingual learners' self-awareness, self-management, awareness of others, relational skills, and responsive decision-making. Whether you′re a new or experienced educator, administrator, coach, or counselor, their valuable contribution is a crucial resource." -- Debbie Zacarian, Founding Director Published On: 2023-11-30

Diane Staehr Fenner, PhD, is the president of SupportEd (SupportEd.com), a woman-owned small business located in the Washington, DC, metro area that she founded in 2011. SupportEd is dedicated to empowering multilingual learners and their educators. Dr. Staehr Fenner leads her team to provide ML professional development, coaching, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Dr. Staehr Fenner was an English language development (ELD) teacher, dual language assessment teacher, and ELD assessment specialist in Fairfax County Public Schools, VA. She speaks German and Spanish and has taught in Berlin, Germany, and Veracruz, Mexico. Dr. Staehr Fenner grew up on a dairy farm in central New York and is a proud first- generation college graduate. She has written eight books on ML education (and counting), including coauthoring Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on ML education at conferences across North America. She earned her PhD in Multilingual/Multicultural Education at George Mason University, is a Multilingual Learning Coach with SupportEd. Ms. Teich has been an advocate for Multilingual Learners and their teachers for over 20 years. She began her career as an ELD teacher in DC Public Schools (DCPS), where she worked with students in pull out, push in, and co-teaching environments. While still teaching, she worked with District staff to develop and implement training on collaborative practices for classroom and ELD teachers. Later, as part of the DCPS Language Acquisition Division, Ms. Teich spent 10 years providing professional development and on-site coaching to DCPS teachers who worked with MLs. She focused primarily on supporting literacy development for MLs and helped develop District guidance for working with MLs during the literacy block. Just prior to joining SupportEd, she worked as a coach and coordinator of a pilot project, Together is Better, supporting co-teaching in the School District of Philadelphia. Upon joining SupportEd, Ms. Teich has continued to provide coaching and professional development to school districts in Pennsylvania. As a coach, she models lessons, co-teaches alongside teachers, and encourages reflective conversations with teachers and administrators. In addition to her work in schools, Ms. Teich presents often at conferences on topics related to ML education. She earned her Master's in Education at Marymount University. You can connect with her by email at Mindi@SupportEd.com or on Twitter at @MindiTeich.
and her MAT in TESOL at the School for International Training. You can connect with her by email at Diane@SupportEd.com or on Twitter at @DStaehrFenner.

Mindi Teich, MEd

Learn more about bringing Mindi Teich to your school or district at SupportEd.Com

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Social Emotional Learning for Multilingual Learners: Essential Actions for Success

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Amazon.com: Social Emotional Learning for Multilingual Learners: Essential Actions for Success: 9781071895672: Fenner, Diane Staehr, Teich, Mindi: Books

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Recommended text for counseling teams.

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Through the Language Glass: Why the World Looks Different in Other Languages

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Through the Language Glass: Why the World Looks Different in Other Languages [Deutscher, Guy] on Amazon.com. *FREE* shipping on qualifying offers. Through the Language Glass: Why the World Looks Different in Other Languages

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning shows teachers, administrators, professional development providers, and researchers how to use translanguaging to level the playing field for bilingual students in English-medium and bilingual classrooms. The term translanguaging can be understood in two different ways. From a sociolinguistic perspective, translanguaging can be understood as the dynamic language practices of bilinguals. From a pedagogical perspective, translanguaging can be understood as an instructional and assessment framework that teachers can use strategically and purposefully to:

Support bilingual students as they engage with and comprehend complex content and texts

Provide opportunities for bilingual students to develop linguistic practices for academic contexts

Make space for students' bilingualism and ways of understanding

Support bilingual students' socioemotional development and bilingual identities

García, Ibarra Johnson, and Seltzer illustrate their translanguaging pedagogy in action with examples from three very different contexts: a 5th-grade dual-language bilingual class taught by a bilingual teacher in New Mexico, an 11th-grade English-medium social studies class serving a predominantly Latino classroom taught by an English monolingual teacher in New York, and a 7th-grade ESL teacher working with students from a variety of linguistic and cultural backgrounds in California. Teachers learn to use translanguaging for instruction and assessment to meet and exceed content and language development standards in their classrooms.

Special Features

Learning objectives for every chapter

Vignettes to illustrate pedagogical strategies

Sample translanguaging unit designs for instruction and assessment in bilingual and English-medium contexts

Tools for teacher planning, implementation, and evaluation

End-of-chapter activities to help teachers apply what they learn to their own classrooms

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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The Translanguaging Classroom: Leveraging Student Bilingualism for Learning [Garcia, Ofelia, Johnson, Susana Ibarra, Seltzer, Kate, Valdes, Guadalupe] on Amazon.com. *FREE* shipping on qualifying offers. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning

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"When Andrea and Maria shared that they were coming out with this book, they had me at co-planning. My practice has been transformed with their other books on co-teaching and teacher collaboration, and this newest book continues their advocacy for multilinguals through teacher collaboration. Just like their other resources, this book is practical, researched-based, and guided by practice. They share frameworks, structures, and processes for making the best of co-planning. With this book, they have lifted co-planning to its essential role in the co-teaching model." -- Tan Huynh, International Educator Published On: 2021-08-31

Co-planning can significantly elevate instruction, support teacher learning and development, and change the learning experiences for multilingual learners. Yet, there has long been a need for co-planning resources that are practical, research-based, and easy to implement. Honigsfeld and Dove fill that need as they share five essential components for effective collaborative planning with extensive classroom examples and ready-to-use resources.

-- Dr. Lindsey Moses Published On: 2021-09-14

" Co-Planning offers an exciting and much-needed addition to the groundbreaking work Andrea Honigsfeld and Maria Dove already done in the field of educating ELs/MLs. It is evident that they understand what teachers need to make collaboration successful. Throughout the book the authors use real-life examples from teachers who are doing the work in classrooms. The examples are relevant, current, and practical.

This guidebook will support efforts in leading a school faculty and staff towards a collaborative culture centered in equity, diversity, and inclusion. In addition to the research-based approaches for supporting culturally and linguistically diverse students, this book includes engaging graphics, useful checklists and planning resources, and an overall easy-to-read format. There are plenty of ideas to take to co-planning teams right away.

If you are an administrator, you'll appreciate the structured and direct approach from these trusted experts. If you are a teacher reading the book, it will feel like you're learning from a valued colleague. If you're just getting started or have some co-teaching under your belt, this resource offers plenty of ideas for actionable next steps.

This is truly a delight to read!"

-- Dr. Anne C. Ittner Published On: 2021-09-16 -- Tonya Ward Singer, Author of EL Excellence Every Day & Opening Doors to Equity Published On: 2021-10-08 -- Dr. Karen C. Woodson, Founder Published On: 2021-12-07

" Co-Planning helps teachers move from isolation to collaboration to co-plan impactful lessons for MLs, and all students! The essential concepts and practical tools are relevant to ALL educators committed to deepening equitable access in linguistically-rich schools." "While many leaders supporting ELs and MLs appreciate the imperative to integrate grade level content, literacy, and academic English in all subjects, few understand how to do it.

Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners not only makes this crystal clear, but also provides leaders with critical resources for professional learning to support school and district improvement plans for all students. Leaders will quickly recognize the intersection of the practices in this book with the Professional Standards for Educational Leaders, The 6 Principles for Exemplary of Teaching of English Learners , and the synthesis of educational leadership research presented in the Wallace Foundation report, How Principals Affect Students and Schools . Every educational leader needs this book!" "Honigsfeld and Dove are THE experts on co-teaching and co-planning and this new book presents a deeper dive into co-planning, focusing on ′the HOW:′ how to make collaboration happen and how to make collaboration impactful. The stunning visuals throughout the text increase engagement, promote deeper understanding, and model a relevant, research-supported strategy. The sample co-planning and co-teaching schedules are terrific tools to use when advocating with administrators. They help administrators see the possibility of making co-teaching happen within existing staffing realities. The reflection questions and action steps, included at the end of each chapter, are tools that help educators prepare to take immediate action. Teachers: get your book club ready; gear up your PLC! This book is exactly what you have been looking for to help you make co-teaching your reality." -- Suzanne Toohey, Supervisor, Instruction & Pedagogy Published On: 2021-12-08

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners [Honigsfeld, Andrea, Dove, Maria G.] on Amazon.com. *FREE* shipping on qualifying offers. Co-Planning: Five Essential Practices to Integrate Curriculum and Instruction for English Learners

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"Supporting one of the fastest growing segments of the nation's student population can be challenging, particularly when educators work in isolation. Maria Dove and Andrea Honigsfeld show us how to support English learners through collaborative practices that work. This must-have book draws from the most current research and provides multiple practical examples, protocols, and essential questions to guide us in making collaborative practices a reality in our own particular settings." -- Dr. Debbie Zacarian, President Published On: 2017-06-28 -- Denise Gonez-Santos, Executive Director Published On: 2017-07-11 -- Susan Brown, English Learner Specialist Published On: 2017-07-11

"Dr. Dove and Dr. Honigsfeld articulated it very clearly when they presented to our teachers of ELLS in Western New York: ′You cannot have successful co-teaching without co-planning.′ Their new books continues the much-needed conversation on how to co-teach by looking carefully at the relationships and the school-based opportunities required for success. All teachers have the need to refine new practices in our profession that lead our students effective academic outcomes. Dove and Honigsfeld have a unique ability to define with ease the why and the how of tackling effective co-teaching for ELLs. We must change the ways we have always done our work as teachers. There is no going back when we know more because of the work of these two important researchers."

"Dove and Honigsfeld have captured the essence of co-teaching through the recommended practice of collaborative teamwork using Model 7: Multiple Groups Two Model/ Teach. One example of this model demonstrated how both teachers are engaged in small group instruction and plan for independent activities where students explore grade level content with the scaffolding of and modifications to age appropriate readings. To ensure success when using this co-teaching model, the research shared by the authors demonstrated the necessity of students to be involved in highly engaging activities while discovering new information. This hands-on learning approach allows English learners to develop new language skills through the application of speaking, reading, and writing tasks."

"As a large and diverse urban school system, our district needed to create a service model structure to meet the needs of over 15,000 English Learner students (ELs), representing over 120 languages. We selected co-teaching as one of the service models because this model allowed students to remain in the content class with their native English-speaking peers while receiving their required EL services. Co-teaching is an ideal model for our district because it allows for students at all levels of English language proficiency access to the complex grade-level content, tasks, and standards while acquiring productive and receptive language skills. With the support of Dr. Dove and Dr. Honigsfeld, our district is in our second year of implementing the EL co-teaching model. We started by analyzing the data and grouping students based on their language needs and allowing the EL teacher to co-teach in sheltered ELD/English Language Arts classes. In this classes, we saw over 2 years growth as evidenced by text level assessments. At the middle and high school level, co-teaching expanded to content classes to support English learners through an integrated approach alongside the content teacher. Both models proved to be successful for our district as we added another 29 EL co-teachers this school year. Dr. Dove and Dr. Honigsfeld′s new book provides a deep dive into the advantages and challenges of each co-teaching model along with low-prep strategies for the partners. This is essential in helping the content and EL teacher select the appropriate model for their setting and to implement high-yield strategies in the integrated language and content setting. The authors highlight the importance of collaboration among EL teachers and content teachers to have shared accountability for the academic, linguistic and social emotional success of ELs."

-- Molly Stovall Hegwood, Director of EL Services Published On: 2017-07-11

"This important follow-up volume is just what we need, just in time! It will invigorate co-teachers of English Learners while urging them to refocus their attention from ′just co-teaching′ to the truly effectual work of teacher collaboration throughout the entire instructional cycle. At the same time, best practices for student engagement and focused English language development are clearly described within a deep analysis of the seven co-teaching models. Co-teachers will return to this volume again and again for the practical tips and authentic examples to mix and match models to the benefit of their English Learners."

-- Debra Cole, MELL Instructional Specialist Published On: 2017-07-11

"From the get-go, Dove & Honigsfeld present a clear call to action. We have an obligation to provide the best, most consistent, and aggressive support to a growing population with very specific needs. And what better way to do that than by collaborating and co-teaching with intentionality and precision? Offering structures and strategies for each of 7 key models of co-planning and co-teaching, the authors have given us all we need to meet our common goals in a compelling, detailed, and inescapably helpful resource. The rest is up to us."

-- Pete Hall, Former School Principal Published On: 2017-07-11

"Working in a very large, linguistically diverse school board, where top priorities include the goals of ensuring equity and high expectations for all students, it's exciting to find a text which commits on practically addressing the complexity of co planning, co teaching and co assessing to support the success of English learners, through and through. It is with respect of educators of the field that the authors have truly demystified how successful partnerships unfold honoring the power of the whole collaborative planning cycle. By providing in depth illustrations and real life scenarios with several variations to highlight a variety of contexts, this book allows for multiple entry points. Honestly, in all my roles in education over the last 22 years, including ESL/ELD teacher, classroom teacher, resource teacher and even now as a leader supporting over 250 schools to address the needs of ELs, I have never found a resource that does what Dove and Honigsfeld have achieved here. This book is ideal for school teams, teachers with their administrators, ready to roll their sleeves up. I have always believed that supporting linguistically diverse students to achieve academic should not be beyond our reach and would wonder why many districts share the experience that they cannot get there effectively. Dove and Honigsfeld have revealed where the link has been broken. Their research is focused on intentionally orchestrating conditions in classrooms for students to learn the content while acquiring the language of instruction this to happen in tandem. Now that is true rocket science!"

-- Zaiba Beg, Instructional Coordinator of ESL/ELD Programs Published On: 2017-07-11

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection [Dove, Maria G., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection

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Developed and tested by the author in a diverse Colorado school district, this proven co-teaching model will help educators and multilingual learner specialists work collaboratively to support multilingual learners and promote their academic achievement and English language proficiency at the same time . You'll get immediately useful guidance focused on these key goals: meaningful access to grade-level content for multilingual learners, English proficiency through content instruction, and job-embedded co-teaching professional learning opportunities. Tips, tools, examples, and resources-including engaging online videos and an extensive rubric that helps you evaluate the quality of your co-teaching program and practices-help you take the foundational information in this book and transform it into action in your own school or district.

A timely and innovative guide for co-teachers, coaches, teacher leaders, and school and district administrators, this book helps co-teachers develop strong partnerships and unlock equitable, inclusive learning opportunities for multilingual learners.

READERS WILL:

Master 4 systemic components of the framework: setting up the structures for co-teaching, supporting staff with co-teaching, growing and evaluating the program, and supporting and evaluating co-teachers

Implement 5 instructional components: planning for integrated language and content, sharing the classroom, assessing and communicating, building relationships and reflecting, and instructing for integrated language and content

Use an expertly organized rubric to plan, implement, monitor, and evaluate co-teaching in schools and across districts

Get the tools needed for success, including videos demonstrating key co-teaching interactions and reproducible forms and templates

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Intentional Co-Teaching for Multilingual Learners: An Equitable Approach to Integrating Content and Language

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Intentional Co-Teaching for Multilingual Learners: An Equitable Approach to Integrating Content and Language [Porter Ed.D., Holly J.] on Amazon.com. *FREE* shipping on qualifying offers. Intentional Co-Teaching for Multilingual Learners: An Equitable Approach to Integrating Content and Language

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"As someone who has been immersed in the depths of assessment equity for multilingual learners my entire professional career, on a personal level, I am elated to see equity become a mantra being heralded across educational contexts. The mission now becomes for every educator to fulfill its call. Honigsfeld, Dove, Cohan, and Goldman take on this challenge by concretizing the abstractness of equity through student portraits and actionable steps. Together the authors illustrate that in making equity student-centered, educators can be best positioned to leverage the resources of our multilingual learners." -- Margo Gottlieb, Co-founder and Lead Developer Published On: 2021-07-20" -- Debbie Zacarian Published On: 2021-07-19

" This book engages teachers in embracing the diversity of multilingual learners and focusing relentlessly on equity. Where the pandemic has demonstrated many of the cultural and linguistic barriers that have plagued our nation for generations, this contribution (including its richly detailed sketch notes, student portraits, and sequence of equity moves), shows us how to remove these barriers in a practical and even inspirational way.

"This team of authors has brilliantly captured the urgency of the moment as we transition out of the COVID-19 pandemic and collectively seek to advance equity and opportunity for multilingual leaners in our schools. From preservice teachers to veteran educators and leaders, along with an array of stakeholders committed to advancing equity for MLs, each reader will find inspiration, practical tools, and a variety of resources to challenge old ways of thinking and doing while providing actionable insight into the possibilities ahead. The easy-to-flow of the book, real-life examples, and reflection prompts will captivate readers and inspire action." -- Pamela Schwallier

"From Equity Insights to Action is so much more than a resource textbook that should be in the hands of every educator, filled with dog-eared corners and post-it notes for easy reference. It is a call to action, a reminder of the impact we can make in the lives of others and a collection of heartfelt anecdotes that remind all educational professionals of why we begin this journey. This read provides practical advice, reflection guides and the ability to transform our practice to provide immediate tools for implementation of strategies. Thank you for your voice and your passion."

We can and must do better and this is the perfect time to do so. The authors provide the pathway forward to an equity based education for all students in a post pandemic world. The chapters are well scaffolded, engaging and reflective inviting educators to celebrate and embrace culturally responsive, student inspired classrooms. " -- Lois Baldwin Published On: 2021-07-13" -- Aimee Daddi Published On: 2021-07-19 -- Katie Toppel, K-5 English Language Development Specialist Published On: 2021-07-23 -- Sherry Liptak Published On: 2021-07-26 -- Alycia Owen Published On: 2021-07-26 -- Laurea Myers Published On: 2021-07-26 -- Vicky Giouroukakis, Professor of Education Published On: 2021-07-30 is focused on impacting systematic change by addressing issues that our Multilingual Learners have faced and are currently facing now more than ever. This book not only presents research-based supports through an equity-lens, but readers will dive deep into critical reflection that will challenge all notions. This book provides practical and valuable approaches that guide open and honest conversations with educators. As a Director of English Learning, working with teams and systems, I found that The Equity in Action sections were valuable in providing educators with practical, real-life examples of how we can put equity practices into action. With beautiful illustrations, guiding resources, and real-life student encounters, readers are left with inspiration!" -- Shadia Salem, Director of English Learning Published On: 2021-08-05 -- Allison Roda Published On: 2021-09-13

"From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners is a timely reframing from deficient mindset to an asset based viewpoint. Students come with a wealth of experiences, skills, and knowledge; it is our job as educators to connect with out students and see how we can build on their talents.

" From Equity Insights to Action is a timely and valuable resource that reflects on the impacts of the COVID-19 pandemic while simultaneously imagining a better, more equitable educational landscape for multilingual learners. Each chapter offers a unique metaphor that helps the reader to conceptualize how to leverage insights gained from pandemic teaching and recalibrate what is not serving our marginalized populations. The authors describe opportunities to shift mindsets, change practices, and take action in addition to encouraging reflective questioning about where change is needed. The magnitude of the work is substantial and this resource offers solutions and hope for educators who are ready to make a difference." "This book is a timely and necessary addition to every educator′s bookshelf. I love how the chapters are organized with justifications, student portraits, multiple pathways for approaching equity critically, and resources/ tools. I appreciated all of the checklists and questions to ask myself. I am certain I will wear the ink off of the pages quickly!"

"The call to address inequities in schools has never been louder nor more urgent, particularly for multilingual learners (MLs), whose voices have been muted for too long. To respond to this call requires a methodical, deliberate approach to classroom practice that is intimately shaped by the diverse assets our students bring to the table. The authors offer a clear path forward for educators who are ready to leave unjust practices of the past behind and move toward an equitable future for MLs."

"As I read this text, I was captivated by the call to action. All learners need these practical suggestions so that educators can meet them where they are and make curriculum culturally relevant to ALL students. Curriculum and education environments should mirror, as well as highlight, diversity, and oftentimes multilingual learners and students of color do not see themselves represented. From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners

shines a light on this urgent need to focus on equity and embrace diversity." " From Equity Insights to Action is an extremely useful and timely book about lessons learned from the pandemic and moving forward with a new vision of providing equitable practices for MLs. The authors deliver their promise as reflected in the title and in the introductory chapter by laying out pathways for approaching equity through actionable research-based practices and strategies that teachers can use to amplify, accelerate, and empower MLs. The personal accounts, reflections, sketch notes, authentic examples from classrooms allow the reader to experience an educational world of equity and justice where MLs have the potential to succeed because they are given everything they need to thrive."

As an advocate for multilingual children, I found From Equity Insights to Action to be both profound and practical. This is a book that is relevant to the times we live in and is much needed. These authors push us to think critically about the issues at hand. Not to mention the layout is lovely, and the graphics are captivating as well. -- Valentina Gonzalez

" From Equity Insights to Action

"From Equity Insights to Action
is an urgent call for educators to understand who multilingual learners are, what equity in the classroom looks like, how to perform equity work in schools, and, most importantly, why it all matters in this critical pandemic era. Andrea Honigsfeld, Maria Dove, Audrey Cohan, and Carrie McDermott Goldman convince readers of the importance of appreciating and building on the strengths and abilities that multilingual learners bring to the classroom. The authors go beyond teaching and learning strategies by also including sections on advocacy, reflections, and actions, along with chapters on assessment and teacher-student relationship-building. Beautifully written and creatively illustrated, this book should be read by all practitioners committed to equity in our increasingly diverse society, schools, and classrooms."

The beauty of the judicious book From Equity Insights to Action, Critical Strategies for Teaching Multilingual Learners is that it functions both as a robust resource and urgent clarion call to action. The book aims for research informed and evidence-based teaching while envisioning and embracing educational equity for multilingual learners (MLs). From Equity Insights to Action paints in vivid colors the fight for a world of equity in classrooms, schools, and communities across America. Practical strategies are internalized through purposeful reflection; strategies for curriculum recalibration intertwine with the social-emotional dimensions of learning. Vivid student portraits, setting contexts and evocative reflective questions lead the readers on a profound path of self-examination and self-discovery. This book transcends the distance between personal insights, individual growth, and action-oriented processes beyond classrooms

-- Dr. Jasmin Bey Cowin Published On: 2021-09-15

Learn more about Andrea Honigsfeld′s PD offerings

Andrea Honigsfeld , EdD, is associate dean and professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University.

She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 18 years, she has been presenting at conferences across the United States, Canada, China, Denmark, Great Britain, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014) and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), seven of which are Corwin bestsellers. She is a contributing author of Breaking Down the Wall: Essential shifts for English learner success (2020).

Maria G. Dove , Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K-12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of culturally and linguistically diverse students. She has published numerous books, articles, and book chapters on collaborative teaching practices and instructional strategies for English learners. With Andrea Honigsfeld, she coauthored four best-selling Corwin Press books, Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Co-Teaching for English Learners: A Guide to Collaborative Co-Planning, Co-Teaching, Co-Assessment, and Reflection (2018) and their latest volume, the second edition of their 2010 best seller, Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

Carrie L. McDermott Goldman, Ed.D., is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL. She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators. Throughout the pandemic, she also created and implemented an online teaching mentoring program.

She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL ) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, "Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners," co-authored chapter with Andrea Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021) ; " Positive outcomes for ELs in an Integrated Social Studies Class," co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); " Classroom Management for Culturally and Linguistically Diverse Learners" co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and " Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and "Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction" co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017) , and "Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class" (2021) in New York State ASCD Impact Journal.

Audrey Cohan , EdD, is the senior dean for research and scholarship at Molloy College, Rockville Centre, New York. She has been at Molloy College for twenty-six years, during which time she served as professor, chairperson of the Education Department, and interim dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate and graduate programs and is currently teaching Critical Issues at the doctoral level for the EdD program, Leadership for Diverse Learning Communities.

She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book was published in 1995 titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators . This coauthored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan coedited a five-volume Breaking the Mold of Education series about educational innovation with Dr. Andrea Honigsfeld. She has published numerous peer-reviewed articles about English language learners including "Differentiating Between Learning Disabilities and Typical Second Language Acquisition: A Case Study" and "Piloting a Pre-referral Data Collection Tool: A Documentary Account," as she has New York State certification in special education and TESOL. The textbook published in 2016, Serving English Language Learners , earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other coauthored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America's Peace-Minded Educator: John Dewey (2016), and Team Up, Speak Up, Fire Up!: Educators, Students, and the Community Working Together to Support English Learners (2020). Dr. Cohan is also the principal investigator of a National Science Foundation (NSF) Robert Noyce grant for $1,450,000, which is designed to recruit bilingual STEM teachers for high-needs schools. While at Molloy College, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Research Award, and the Distinguished Service Award.

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From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners

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From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners [Honigsfeld, Andrea, Dove, Maria G., Cohan, Audrey F., McDermott Goldman, Carrie] on Amazon.com. *FREE* shipping on qualifying offers. From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners

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Sharon Besser (Author), Ruslana Westerlund (Author) Format: Kindle Edition

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Making Language Visible in Social Studies: A Guide to Disciplinary Literacy in the Social Studies Classroom (Making Disciplinary Language Visible)

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Buy Making Language Visible in Social Studies: A Guide to Disciplinary Literacy in the Social Studies Classroom (Making Disciplinary Language Visible): Read Kindle Store Reviews - Amazon.com

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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement

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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement

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Assessing English Language Learners: Bridges to Educational Equity by Margo Gottlieb offers educators practical strategies for assessing English learners equitably. The book introduces the concept of "assessment as, for, and of learning," helping teachers connect language proficiency with academic achievement. It provides tools, reflection questions, and resources to create linguistically responsive assessments, ensuring fair access to education for multilingual students.

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"Few writers have the chops to capture the potent links between assessment and instruction, and even fewer language-learning specialists possess such skills. Happily, Margo Gottlieb is the exception. In this exciting, practitioner-friendly volume, she shows us how assessment as, for, and of learning can provide a level playing field for today's language learners. Educators working with English language learners will find this assessment-moxie book truly invaluable." -- W. James Popham, Professor Emeritus Published On: 2015-09-28

"This practical book provides excellent background information and practical guidance for educators interested in improving the assessment of English learners (ELs) and connecting academic language proficiency to academic achievement. Its format of using reflections throughout each chapter offers opportunities for readers to think more deeply about topics and helps guarantee that they will be engaged and apply what they are learning to their own settings. Sharing the reflections with colleagues will help readers gain multiple perspectives related to the assessment of language proficiency in ELs. The practical resources at the end of each chapter will help educators apply what they learned."

-- Diane August, Managing Researcher Published On: 2015-11-22

"There are no other books available that cover the topic of fair and equitable assessment practices for English learner as comprehensively as this one Nor are there any other books with such a rich selection of tools readily available for practitioners. It must belong in every TESOL professional's professional library!"

-- Andrea Honigsfeld, Associate Dean and Ed.D. Program Director Published On: 2015-09-28

" Assessing Language Learners: Bridges to Educational Equity / Connecting Academic Language Proficiency to Student Achievement, 2e is a great resource for teacher education programs and professional learning opportunities for schools. The book presents a new vision about assessment in the 21st century, which is influenced by new standards, accountability and technological advances in education. The new concept of Assessment as, for, and of Learning that Gottlieb presents will transform education and provide a different perspective of assessment to all stakeholders. This is definitely a book that all educators should read."
-- Miguel Fernandez, Ph.D., Associate Professor Published On: 2015-07-22

" Assessing English Language Learners: Bridges to Educational Equity lays out a much needed practical process for instructional professionals to design equitable access to educational opportunity for English learners! Margo Gottlieb both responds to and promotes growing awareness of the critical importance for teachers and instructional leaders to ensure English learners' meaningful engagement with content through academic English. This authentic evolution of appropriate assessment as, for and of learning answers the "how" part of the clarion call for English learners to participate in rigorous curricula and instruction."

-- Jonathan Gibson, Title III English Learner Program Director Published On: 2016-01-11 -- Trish Morita-Mullaney, Ph.D., ELL Assistant Professor Published On: 2016-01-15 -- Alison L. Bailey, Professor of Human Development and Psychology Published On: 2016-01-18." -- Kathy Escamilla, Professor Published On: 2016-02-02

" Framed by a lens of equity, Gottlieb makes the complex landscape of assessment accessible for classroom practitioners of English language learners. Readers will walk away with a crystal clear understanding of the instructional conditions they can create for English language learners, promoting linguistically responsive assessment practices."

"While we know that first-hand teaching experiences cannot readily be substituted by reading about the work and practice of others, with evocative scenarios of teachers, students and schools used throughout Assessing English Language Learners: Bridges to Educational Equity , Margo Gottlieb comes close to making this happen. This is critical in two ways: first, the book is lively and interesting--serving as a welcome, well-designed text for teacher preparation courses, and second, the scenarios with their companion reflection questions can serve as an excellent stand-alone reference and thought-provoking resource for the increasing number of classroom teachers who find themselves responsible for the instruction and assessment of students acquiring English alongside their content area learning." is an important contribution to the field for the many educators who believe that assessment for second language learners is important, but only if it is valid. This book lays out a clear and compelling argument that assessment and equity are not mutually exclusive concepts in educational programs for the nation′s burgeoning population of multilingual learners. Its breadth is impressive and includes important discussions about language proficiency assessment, but also adds ideas for content area assessment practices. Important reading for practitioners and educational leaders

"Assessing English Language Learners

"High quality and relevant - perfect for our assessment course."

-- Valerie Shinas, Associate Professor Published On: 2017-02-22

Margo Gottlieb, a staunch advocate for multilingual learners and their teachers, has always envisioned multilingualism as a cornerstone of education. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.

Over the years, Margo's scholarship has focused on co-designing language development standards frameworks- for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, and co-constructing curricular frameworks for multilingual learners. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the U.S. Department of Education's Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.

Holding a Ph.D. in Public Policy Analysis, Evaluation Research and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, 30+ chapters, encyclopedia entries, and 20 books. She is proud to add this 3 edition of her best-selling book to her Corwin compendium and fulfilling her long-time goal of tackling assessment through the lens of multilingual learners in Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021).

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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement

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Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement [Gottlieb, Margo] on Amazon.com. *FREE* shipping on qualifying offers. Assessing English Language Learners: Bridges to Educational Equity: Connecting Academic Language Proficiency to Student Achievement

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Lori Helman (Author), Anne C. Ittner (Author), Kristen L. McMaster (Author) & 0 more

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Assessing Language and Literacy with Bilingual Students: Practices to Support English Learners

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Amazon.com: Assessing Language and Literacy with Bilingual Students: Practices to Support English Learners: 9781462540884: Helman, Lori, Ittner, Anne C., McMaster, Kristen L.: Books

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What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do.

Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student , not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you'll:

Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages

Add to your toolkit of classroom assessment practices in one or multiple languages

Be more precise and effective in your assessment of multilingual learners by embedding assessment as , for , and of learning into your instructional repertoire

Recognize how social-emotional, content, and language learning are all tied to classroom assessment

Guide multilingual learners in having voice and choice in the assessment process

Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away.

"Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners."

~Kathy Escamilla

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Classroom Assessment in Multiple Languages: A Handbook for Teachers

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Classroom Assessment in Multiple Languages: A Handbook for Teachers [Gottlieb, Margo] on Amazon.com. *FREE* shipping on qualifying offers. Classroom Assessment in Multiple Languages: A Handbook for Teachers

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" This engaging and accessible book provides a valuable resource to catalyze teacher collaboration in dual language programs. Lachance and Honigsfeld take care to present strategies across the collaborative instructional cycle―from planning to teaching to assessment to reflection. For the novice and veteran alike, this work will guide and inspire collegial partnerships that advance dynamic bilingualism. " -- Martin Scanlan Published On: 2022-06-07

" At last, a book we have been waiting for- one that combines our growing interest in dual language programming with collaboration and co-teaching. Scholars Joan Lachance and Andrea Honigsfeld provide practical guidance on the laws and regulations on one hand and our professional creativity and inspiration on the other. Drawing from their kindred spirit of space adventure and exploration, each chapter takes readers to a mission control room to learn about key ideas, an exploration site to try new these in our own contexts, a captain's log space to reflect on our learning, navigation systems to provide us with key information from research and the field and much more as we prepare take-off to using an approach that works.

" Educators involved in dual language programs will find Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity a much-needed book that guides teachers in how to effectively plan and reflect together. The many voices represented in the book are refreshing and the research presented is strength-based and highly relevant. This book is essential reading for teachers in two-teacher dual language programs who share students! "

" A welcome addition to the professional literature on dual language program implementation! Co-planning across instructional personnel and across languages, co-teaching, collaborative assessment and collaborative leadership are critical to the success of dual language programs and this volume delivers on all of those topics! Packed with useful figures, charts and checklists and organized around catchy recurring icons that represent the overarching organizational structure for each chapter, this volume is extremely approachable, highly interactive, and well-grounded in the 4 pillars of effective dual language programs."

" It is exciting to see an advance copy of this book. This book will be transformational for our practice as a group of dual language schools. The authors masterfully weave practice, practical application, pedagogy, and the multicultural multilingual voices of students and educators in schools throughout the globe. I am thrilled to have this resource for my dual language teams. It is packed with concrete examples of pedagogy manifested in the classroom, but also highlights that most important ingredient that must be baked into any dual language program -collaborative practice.

-- Stephanie Drynan ― Dual Language Coordinator, Qatar Foundation Schools,

Dr. Joan Lachance is an Associate Professor of Teaching English as a Second Language (TESL) at the University of North Carolina at Charlotte. She directs the TESL graduate programs and undergraduate TESL Minor. She is the co-author of the National Dual Language Education Teacher Preparation Standards and the Director of the CAEP Specialized Program Association in Dual Language Education called "EMMA: Education for a Multilingual Multicultural America." She received her undergraduate degree in Secondary Education, Modern Languages and Linguistics from Florida International University. With Spanish as the language of program delivery, she completed graduate coursework to earn her master's degree in School Counseling from Pontifical Catholic University in Poncé, Puerto Rico. Dr. Lachance completed her doctoral work in Curriculum and Instruction, with an emphasis on Urban Education, Literacy, and TESL at the University of North Carolina at Charlotte.

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

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Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity

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Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity [Lachance, Joan R., Honigsfeld, Andrea] on Amazon.com. *FREE* shipping on qualifying offers. Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity

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Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (Linguistic Diversity and Language Rights, 19)

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Amazon.com: Rethinking the Education of Multilingual Learners: A Critical Analysis of Theoretical Concepts (Linguistic Diversity and Language Rights, 19): 9781800413573: Cummins, Prof. Jim: Books

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Authors Jeff Anderson, Travis Leech, and Melinda Clark lead a vibrant approach to grammar instruction in Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language. Here, young, emergent writers are invited to notice the conventions of the English language and build off them in this inquiry-based approach to instructional grammar.Patterns of Power's responsive, invitational approach puts students in an involved role and has them explore and discuss the purpose and meaning of what they read. Students study short, authentic texts and are asked to share their findings out loud, engaging in rich conversations to make meaning. provides a simple classroom routine that is structured in length and approach, but provides teachers flexibility in choosing the texts, allowing for numerous, diverse voices in the classroom. The practice helps students build cognitive recognition and provides a formative assessment for teachers on student progress. With these short lessons, students will gain confidence and move beyond limitation to produce effortless writing in your class and beyond.

The book comes with standards-aligned lessons that can be incorporated in just 10 minutes a day.

Ready-to-use lesson plan sets that include excerpts from authentic and diverse mentor texts curated for grades 6-8

Real-life classroom examples, tips, and Power Notes gleaned from the authors' experiences that can be applied to any level of writer

Resources, including a Patterns of Power Planning Guide and musical soundtracks, to use in classroom instruction or as handouts for student literacy notebooks

Inside you'll find: Patterns of Power, Grades 6-8 Patterns of Power, Grades 1-5: Inviting Young Writers into the Conventions of Language

The Patterns of Power series also includes ; Patterns of Power en Español, Grades 1-5: Inviting Bilingual Writers into the Conventions of Spanish ; Patterns of Power, Grades 9-12: Teaching Grammar Through Reading and Writing ; and Patterns of Wonder, Grades PreK-1: Inviting Emergent Writers to Play with the Conventions of Language.

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Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language

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Amazon.com: Patterns of Power, Grades 6-8: Inviting Adolescent Writers into the Conventions of Language: 9781625315151: Anderson, Jeff, Leech, Travis, Clark, Melinda: Books

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This truly international volume is a must-read for all those interested in the interface between translanguaging and English-medium instruction. Despite the pervasive presence of recalcitrant monolingual ideologies, the contributors clearly attest that the exclusive use of English is unnatural, unrealistic and, on too many occasions, harmful, while translanguaging, if cogently theorized and implemented (not at any cost), is legitimized as a natural, reasonable and beneficial practice. ― David Lasagabaster, University of the Basque Country UPV/EHU, Spain Li Wei, UCL Centre for Applied Linguistics, UK

As English-medium instruction (EMI) continues to proliferate across the world, this volume offers a timely critique of its ideology and policy. The empirical studies of translanguaging in diverse EMI contexts show the complexities and challenges of a multilingual approach to teaching and learning. Lessons can be learned from the studies in this fascinating volume, with far-reaching implications for policy, practice and theory-building. ―

Disrupting the traditional monoglossic, monolingual interpretation of the 'E' in English-medium instruction (EMI), the many authors in this timely work contribute to showing how inclusive EMI can be designed and practiced with the translanguaging lens. A must-read for all EMI educators, parents, students, and policymakers.

― Angel Lin, Simon Fraser University, Canada

[This book] offers a fresh, global, and well-documented look at the interplay of English-medium instruction (EMI) and translanguaging theory and pedagogy. The book is organised in eleven compelling and comprehensible chapters. Together, the chapters present cutting-edge empirical research, which unpacks current practices and provides reflections on language use in the EMI classroom, from primary school to higher education.

-- Irene Soriano Flórez, Universidad Complutense de Madrid, Spain ― E-JournALL, Volume 8, Issue 1, March 2021

This book provides another avenue for both policy-makers and language practitioners to understand how translanguaging bridges education and daily communication and to revisit the relationship of dominance and superiority from a Global South perspective (Pennycook and Makoni, 2020).

-- Chuotong Huang and Fan Fang, Shantou University, China ― RELC Journal 1- 3

A key strength of this well-structured book is the breadth of empirical and conceptual work. From primary, secondary, and tertiary contexts to public and private sectors, the research has an incredibly diverse global reach, with the juxtaposition of studies frequently reflecting wider discussions on linguistic hegemony.

-- Emma Brooks, UCL Institute of Education, UK ― ELT Journal, November 2021

BethAnne Paulsrud is a Senior Lecturer of English at Dalarna University, Sweden. Her research focuses on multilingualism in educational policy and practice, English and EMI in Sweden, and family language policy. She has co-edited two volumes on translanguaging and education, including New Perspectives on Translanguaging and Education (Multilingual Matters, 2017).

Zhongfeng Tian is Assistant Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA. His research centers on working with pre- and in-service teachers to provide bi/multilingual students with equitable and inclusive learning environments in ESL and dual language immersion contexts. He is the co-editor of two books Envisioning TESOL through a Translanguaging Lens (Springer, 2020) and English-Medium Instruction and Translanguaging (Multilingual Matters, 2021).

Jeanette Toth is a Senior Lecturer of English at Dalarna University, Sweden. Her research has investigated policies, practices, and perspectives on languages and language use within EMI at the primary school level in Sweden. She has contributed chapters in two volumes on translanguaging and education, including New Perspectives on Translanguaging and Education (Multilingual Matters, 2017).

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English-Medium Instruction and Translanguaging (Bilingual Education & Bilingualism, 126) (Volume 126)

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English-Medium Instruction and Translanguaging (Bilingual Education & Bilingualism, 126) (Volume 126) [Paulsrud, BethAnne, Tian, Zhongfeng, Toth, Jeanette] on Amazon.com. *FREE* shipping on qualifying offers. English-Medium Instruction and Translanguaging (Bilingual Education & Bilingualism, 126) (Volume 126)

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Translanguaging in Science Education (Sociocultural Explorations of Science Education, 27)

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Translanguaging in Science Education (Sociocultural Explorations of Science Education, 27) [Jakobsson, Anders, Nygård Larsson, Pia, Karlsson, Annika] on Amazon.com. *FREE* shipping on qualifying offers. Translanguaging in Science Education (Sociocultural Explorations of Science Education, 27)

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Translanguaging with Multilingual Students [García, Ofelia, Kleyn, Tatyana] on Amazon.com. *FREE* shipping on qualifying offers. Translanguaging with Multilingual Students

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One of the biggest dilemmas that every educator experiences is how to teach all of our students- especially when so many come from cultural and linguistic experiences that are distinct from our own. Honigsfeld and Dove bring to light the positive possibilities of working together. This new edition of their foundational book provides a refreshing look at collaboration. Backed by new research-based evidence, voices from the field, and their superb writing, they demonstrate how co-teaching and collaboration makes it possible for English learners to be successful in school and their lives. Whether you are new to the profession or a seasoned veteran, it's filled with powerful ideas, strategies and protocols that you can be put to use immediately. -- Dr. Debbie Zacarian, President Published On: 2019-02-05. -- Tan Huynh, English Language Development Teacher Published On: 2019-02-05 -- Dr. Martina T. Wagner, Executive Director Published On: 2019-02-05

Authors of teaching books have their niche expertise. Some are gurus in project-based learning, technology integration, or inquiry learning to name a few topics. Honigsfeld and Dove are undoubtedly the leaders of teacher collaboration. They synthesize their decades of research and field experience into clear, actionable suggestions for all teachers who are seeking to have effective, positive collaboration partnerships. This is THE guide if teachers want to know who benefits from teacher collaboration, what are the different forms of collaboration, how to collaborate, when to collaborate, and why teachers might consider collaborating. Teachers new to collaborating, administrators who want to support the collaborative relationships, and experienced educators who want to teach collaboratively will be well served by this definitive guide

When building your infrastructure of collaboration and co-teaching, it is imperative to equip both teachers and leaders on successful and sustainable partnerships and environments to produce equitable access to education. Without knowing the elements of the infrastructure to co-teaching it is inevitable that the system will return to singleton lead teacher classrooms, leaving accessibility and equitable access to core behind for ALL students. This text is imperative to those on the collaborative journey; whether just beginning, advancing, or re-imagining a current co-teaching framework or integrated services for ELs. Honigsfeld and Dove never cease to amaze me!

Collaborating for English Learners: A Foundational Guide to Integrated Practices is a great follow-up to the first edition of the book as well as Dr. Dove's and Dr. Honigsfeld's recently published Co-Teaching for English Language Learner s.

Teachers and administrators will find this book a great asset in implementing or enhancing a co-teaching service delivery model for ELs. Readers will appreciate the consistency of the text. Title chapters and overviews enable the reader to choose their reading journey. The discussion questions at the end of each chapter make it ideal for Professional Learning Communities as they promote deep conversations which enhance both teachers' and administrators' understanding of collaborative integrated services for ELs.

As a former principal and present mentor, I highly recommend this book for a book study as it provides a framework for educators to talk about their teaching practices and by working together ensures academic success for all learners.

-- Carol Capassa Wertheimer, Educational Consultant Published On: 2019-02-07 -- Paula Merchant, Co-Founder Published On: 2019-02-26

" Collaborating for English Learners: A Foundational Guide to Integrated Practices, Second Edition comes at a critical time as educators seek guidance on how to skillfully integrate language and content standards and curriculum, and implement collaborative practices serving our multilingual students. Honigsfeld and Dove provide not only the most current research foundations, but also very practical strategies that teachers and school leaders can immediately implement. These strategies are further supported with compelling case studies and implementation frameworks that will leverage, support and sustain collaboration transformations in your daily work. Honigsfeld and Dove's expertise and experience shared in this Second Edition is tried, true and trusted because it is informed by their deep and sustained experiences over time, right in schools, digging deep into collaborative practice with teachers and school leaders. This resource is a must-add to your PLC discussions, professional learning plans and school and district improvement planning!" "This second edition of

Collaborating for English Learners has all the practical advice of the original resource, now updated with current research, voices from the field, alignment to today's best practices and much more. If you or your staff are veterans of co-teaching, you'll appreciate the specific advice for working with language learners and the opportunities to reflect on how we are serving these students. If you're an administrator or teacher who is new to the model, you'll find answers to questions about collaboration and a clear path for moving toward healthy, productive co-teach partnerships for the sake of English learners. " -- Carol Salva, Author Published On: 2019-03-01

Andrea Honigsfeld, EdD , is a TESOL Professor in the School of Education and Human Services at Molloy College in Rockville Centre, New York. She teaches graduate courses in linguistics, TESOL methods, and cultural and linguistic diversity. Before her current position, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. Andrea earned a doctoral fellowship at St. John′s University in New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in 2002. Over the past 20 years, Andrea has presented at conferences in multiple countries, including the United States, Canada, China, Denmark, Great Britain, Italy, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for both English-as-a-second-language and general-education teachers.

Maria G. Dove, Ed.D , is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove′s work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).

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Collaborating for English Learners: A Foundational Guide to Integrated Practices

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Collaborating for English Learners: A Foundational Guide to Integrated Practices [Honigsfeld, Andrea, Dove, Maria G.] on Amazon.com. *FREE* shipping on qualifying offers. Collaborating for English Learners: A Foundational Guide to Integrated Practices

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We have never known more than we do now about teaching multilingual students ― nevertheless, we teeter on the edge of retreating to old-think practices. The next generation depends upon our getting this right, and this spare, salient guide helps ensure we do.

Kids Come in All Languages provides teachers and leaders with all they need to design high-quality curriculum to support multilingual learners. With this book, learn to:

Create a low-anxiety, high-expectation classroom climate that gives multilingual students access to engaging grade-level content

Plan clear, cohesive lessons and tasks that motivate students to produce language, use critical thinking skills, and access complex texts

Offer ample time for student-led talk that ramps up knowledge and amps up a sense of belonging

Use heterogeneous, flexible grouping so children acquiring English don't stall out in fixed-mindset, below-grade level groups

Teachers act like tributaries, helping learners access a wider stream of knowledge, and catch the swift current of wanting to learn. It's time to envision this expansiveness for multilingual students. It's time to design learning experiences with optimism for their futures.

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Kids Come in All Languages: Visible Learning for Multilingual Learners (Corwin Literacy)

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Amazon.com: Kids Come in All Languages: Visible Learning for Multilingual Learners (Corwin Literacy): 9781544341484: Corrigan, Oscar, Frey, Nancy, Fisher, Douglas, Hattie, John: Books

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Portraits of Collaboration: Educators Working Together to Support Multilingual Learners explores the topics of teacher collaboration and coteaching within ESL, ELD, and bilingual classrooms. The overarching theme that runs through this edited volume is the importance of educators working together for the sake of their multilingual learners. Such collaborations may take many different shapes and forms and each chapter showcases a unique dimension of teacher collaboration. Each contributing author offers highly practical strategies and authentic, successful examples of how to engage in collaborative practices successfully. The chapters draw the readers in through some recurring features such as a narrative introduction, a blueprint for successful implementation, high-impact strategies and student success stories. The collaborative practices come alive through photographs, vignettes, teacher-created tools, student artifacts, and video clips and other resources in this richly illustrated volume.

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Portraits of Collaboration: Educators Working Together to Support Multilingual Learners

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Portraits of Collaboration: Educators Working Together to Support Multilingual Learners explores the topics of teacher collaboration and coteaching within ESL, ELD, and bilingual classrooms. The overarching theme that runs through this edited volume is the importance of educators working together...

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Sydney Cail Snyder (Author), Diane Staehr Fenner (Author)

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Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

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Culturally Responsive Teaching for Multilingual Learners: Tools for Equity [Snyder, Sydney Cail, Fenner, Diane Staehr] on Amazon.com. *FREE* shipping on qualifying offers. Culturally Responsive Teaching for Multilingual Learners: Tools for Equity

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More is more when it comes to students' vocabulary knowledge, and in The Vocabulary Playbook, educators in K-12 get ideas for transforming all children into curious, capable word learners. The key? Put away the word-list mindset, and embrace active modeling, peer work, and independent practice.

Five modules offer direct instruction and effective routines that show how to:

Select and teach only the most high-utility, transferable words that are ripe for discussion

Use direct instruction to model word-solving in each content area

Teach morphology in ways that invite students to apply understandings in reading, writing, talk, and listening

Turn academic word-learning into a relevant experience with peer collaboration activities

Create a culture of word consciousness by emphasizing concepts, modeling curiosity, and offering "low-risk" routines that make it okay to not yet know

Intentional vocabulary instruction is critical in every grade, and in every content area. With The Vocabulary Playbook , your approach is now tactical, transparent, and fun. Whether you are an administrator executing a school-wide plan or a teacher eager for practical strategies, this is the book that will help students build academic success―word by word.

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The Vocabulary Playbook: Learning Words That Matter, K-12

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Amazon.com: The Vocabulary Playbook: Learning Words That Matter, K-12: 9781071894309: Fisher, Douglas, Frey, Nancy: Books

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I teach English, Social Studies and International Baccalaureate classes to English Language Learners and English-proficient students at Luther Burbank High School in Sacramento, California.

I've written or edited thirteen books on education: The ELL Teacher's Toolbox (with co-author Katie Hull Sypnieski); Navigating The Common Core With English Language Learners (with co-author Katie Hull Sypnieski); Building A Community Of Self-Motivated Learners: Strategies To Help Students Thrive In School and Beyond; Classroom Management Q&As: Expert Strategies for Teaching; Self-Driven Learning: Teaching Strategies For Student Motivation; The ESL/ELL Teacher's Survival Guide (with co-author Katie Hull Sypnieski); Helping Students Motivate Themselves: Practical Answers To Classroom Challenges; English Language Learners: Teaching Strategies That Work; and Building Parent Engagement In Schools (with co-author Lorie Hammond). Katie Hull and I also edited a series of books on Math, Science and Social Studies that are modeled on our ELL Teacher's Toolbox. A second edition of the ESL/ELL Teacher's Survival Guide was recently published. The Student Motivation Handbook is my newest book.

My other writing includes a popular education blog at http://larryferlazzo.edublogs.org/ , a weekly teacher advice column for Education Week Teacher and a series of posts for The New York Times. My articles on education policy regularly appear in the Washington Post. In addition, my articles have appeared in publications such as ASCD Educational Leadership, Social Policy, and Language Magazine.

I've won several awards, including the Leadership For A Changing World Award from the Ford Foundation, and was the Grand Prize Winner of the International Reading Association Award for Technology and Reading.

You can check out three hundred radio show segments I've done on BAM! Education Radio.

I was a community organizer for nineteen years prior to becoming a public school teacher.

In the personal area, I'm married and have three children and four grandchildren.

A basketball team I play for has come in last place every year since 2014, so I should not give up my day job for a career in sports.

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The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series)

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Buy The ELL Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students (The Teacher's Toolbox Series): Read Kindle Store Reviews - Amazon.com

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In schools across the world, there are large numbers of students who are not native speakers of the language of instruction in their classroom. This leads to challenges for the teachers, students and parents. Translanguaging enables students who are second language leaners to build on previous learning, access the curriculum more effectively, learn with greater depth of understanding, improve their ability to speak and write the academic language of instruction and continue to develop their mother tongue. This book describes the origin and development of translanguaging. It explains the present situation in many secondary schools and the challenges which are faced by teachers, students and their parents. It aligns the power of translanguaging with cognitive psychologists' theories of effective learning. Concrete suggestions are offered to support teaching and learning with real examples from practice given by classroom teachers.

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In schools across the world, there are large numbers of students who are not native speakers of the language of instruction in their classroom. This leads to challenges for the teachers, students and parents. Translanguaging enables students who are second language leaners to build on previous le...

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A toolkit of resources and ideas for all!

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Pechakucha | Culturally Responsive PD | Creating Multilingual Learning Spaces

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Resources for building spaces that honor multilingual, multicultural identities.

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A great video for students, parents, staff and anyone in a BML community.

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The benefits of a bilingual brain - Mia Nacamulli

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Use these protocols to guide your PLC in deep thinking around texts and media.

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Bridging, Fluent, Connecting & Independent, and Proficient - suitable for grades 6-8

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BCN Multilingual Bookmarks *MAKE A COPY*

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MagicSchool.ai - AI for teachers - lesson planning and more!

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Join over a million teachers saving hours of time using the #1 AI Platform for Education, MagicSchool, to help lesson plan, differentiate, write assessments, write IEPs, communicate clearly, and more!

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Click here to download the extension!

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✨ Brisk Teaching: Professional Development Deck

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Building Academic Vocabulary: Marzano’s 6-Step Process

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Building Academic Vocabulary: Marzano’s 6-Step Process

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Marzano's 6-step process for building academic vocabulary, as outlined in the article, provides a research-based framework that can be effectively applied in MYP and IB programs to promote language acquisition and linguistic equity.

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by Kimberly Tyson, Ph. D.

Vocabulary and its strong relationship to comprehension has been verified over and over again. Vocabulary plays an important part in learning to read as well as reading to learn. We also know that increasing vocabulary knowledge plays a large part in overall school success and has a direct impact on comprehension.

Effective vocabulary instruction is a key foundation to helping students acquire a wide and diverse vocabulary. Students need both direct and indirect instruction in vocabulary and word meanings as well as multiple exposures to words. It is through multiple exposures and repetition that students begin to understand the nuances of words and how to use them when speaking and writing.

Additionally, active engagement helps students take part in the learning process and begin to "own" the words and understand word meaning in multiple contexts. Independent reading, intentional read alouds, and wide reading all encourage students long-term vocabulary development and growth.

Teachers need a variety of instructional strategies for teaching vocabulary. Unfortunately, there remains a gap between what we know are effective strategies and what often takes place in the classroom. In Building Background Knowledge, Bob Marzano laid out a six-step process for building academic vocabulary. It includes direct instruction, linguistic and nonlinguistic definitions, recording word learning in a notebook or journal, talking about words, and playing with words. Multiple exposures are at the heart of the process.
Vocabulary Instructional Strategies: Marzano's 6-Step Process
The six-step process includes the following steps:

The teacher provides a description, explanation, or example of the term.

Linguistic definition - students restate the description, explanation, or example in their own words.

Nonlinguistic definition - students construct a picture, pictograph, symbolic representation, or act out the term.

The teacher extends and refines understanding of the word by engaging students in activities that help them add to their knowledge of the terms in vocabulary notebooks.

Periodically ask students to discuss the terms with one another.

Involve students in games that enable them to play with the terms and reinforce word knowledge.

For several years, I've been teaching this process to teachers and helping them implement it in their classrooms. I've found that when teachers become intentional in regard to vocabulary instruction, they become more excited about word learning and observing growth in their students. Soon, teachers get on board with a schoolwide vocabulary improvement effort and they begin selecting words with more intention, develop a toolbox of vocabulary strategies, create word walls to support learning, and observe growth in learning and achievement.
Lessons Learned
As a teacher, you can't teach every word which is why students also need to be engaged in independent reading to build their vocabulary. However, for targeted words that are key to mastering content or comprehending text, you should try implementing the six-step process. Since Marzano's six-step process has been around a number of years, he reports several " lessons learned." Keep these in mind as you implement the six-step process for building academic vocabulary:

The process works best when you don't skip any steps. Don't pick and choose which step you "like" best - do all 6 steps.

Students need to generate their own definition of a term - sometimes I call this a "kid friendly" definition.

Step 3 - the nonlinguistic definition - is a powerful and important step. When students visualize, create a pictogram, or act out a word, they learn it well and achievement soars.

Games - Step 6 - help students play with words and internalize word meanings in a non-threatening atmosphere.

I find that teachers like to use this summary as they're learning the six-steps process. Use the six-step process as a grade-level team or content-area team and report back to each other.

Which step did you find easiest?

Are there any that you're having difficulty with implementing?

Discuss with your teaching partners and work to refine implementation. Check for student learning in both informal and formal ways.

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Building Academic Vocabulary: Marzano's 6-Step Process

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In this post, Marzano laid out a 6-step process for building academic vocabulary, including direct instruction and playing with words.

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Contrastive Analysis:  Engaging Students in Metalinguistic Cognition

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Contrastive Analysis:  Engaging Students in Metalinguistic Cognition

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Guide students in comparing and contrasting the structures and features of English with their home languages. For example, students can analyze how verb tenses or sentence structures differ across languages. This strategy promotes metalinguistic awareness and helps students understand the unique features of each language. By making explicit connections between languages, you support students' transfer of skills and knowledge.

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Break complex tasks into smaller steps and provide support at each stage. Use graphic organizers to help students visualize content and language connections. Provide sentence starters and word banks for writing tasks. Diane Staehr Fenner and Sydney Snyder, in their book "Unlocking English Learners' Potential," offer practical scaffolding strategies.

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Content teachers and ESOL teachers, take special note: if you're looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete. Just dip into this toolbox of strategies, examples, templates, and activities from EL authorities Diane Staehr Fenner and Sydney Snyder, which includes tips on:

How to scaffold ELs' instruction across content and grade levels

How to promote ELs' oral language development and academic language

How to help ELs analyze text through close reading and text-dependent questions

How to build ELs' background knowledge

How to design and use formative assessment with ELs

Note: We are particularly excited to announce the publication of this book since it is the direct result of the work Diane and Sydney have done on the Colorín Colorado blog. The foreword was written by Colorín Colorado Director Lydia Breiseth.

Preview this book!

Take a look at the introduction and first chapter, as well as excerpts on formative assessment, text-dependent questions, academic language, and ideas for scaffolding instruction on the Corwin website.

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Unlocking English Learners' Potential: Strategies for Making Content Accessible

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Content teachers and ESOL teachers, take special note: if you're looking for a single resource to help your English learners meet the same challenging content standards as their English-proficient peers, your search is complete.