Introduction Using Your Authentic Voice Through Language, by Camacia Smith-Ross
Acknowledgements
Chapter 1Beyond the Strategies: Supporting English Language Learners, by David Parker
Chapter 2Negotiating Possibilities for Teaching English Learners: A Critical Conversation Between Language Separation and Translanguaging, by Kevin Donley
Chapter 3Improving Mathematics Outcomes for English Language Learners Through Implementation of the Elementary Mathematics Initiative, by Cliff Chestnutt and Andrea Smith
Chapter 4Evolving the Language We Use: Interrupting Deficit Narratives About Multilingual Learners and Emergent Bilingual Students, by Leah M. Mortenson
Chapter 5English Language Bilingualism, by Judith A. Orth and Kathleen M. Hargiss
Chapter 6Positioning English Language Learners for Mathematical Success, by Erin Smith
Chapter 7Educational Journeys: Youth Voices as the Impetus for Social Justice Curriculum in Latinx Multilingual Classrooms, by Rubén A. González
Chapter 8Linking Multicultural Education With Best Practices for Multilingual Students, by Renee Shank and Lin Wu
Chapter 9Beyond Language: A Sociocultural Approach to K–12 English Language Teaching and Learning, by Immaculée Harushimana
Chapter 10Becoming “Talent Scouts”: Identifying Gifted Potential in English Learners, by Holly D. Glaser and Erica C. Meadows
Chapter 11Introducing Translanguaging as Pedagogy: Unpacking Preservice ESL Teachers’ Language Ideologies and Practices, by Nuo Xu and Verónica E. Valdez
Chapter 12Characteristics of English Language Learners, by Nan Li and Courtney A. Howard
Chapter 13A Need for Taiwanese Indigenous Immigrant Literature, by Hsiao-Ching Lin and Antonette Aragón
Chapter 14Lessons and Transformations From the Borderlands: Preparing Educators to Support Emerging Bilinguals, by Michele L. McConnell and Kelly Metz-Matthews
Chapter 15Strategies for Moving From Learning English, Bilingual Education to a More Inclusive Multilingual Education, by Georgina Y. García and Jan Perry Evenstad
Chapter 16Real Teachers Teaching Real Students: Where Theory Meets Practice—Learning English in Secondary Schools, by Glori Hodge Smith
Chapter 17Creating Social Change for English Language Learners by Improving Access to Grade-Level Instruction, by Charity Funfe Tatah Mentan, Darrell Peterson, Yi-Chen Wu, Kristin Kline Liu, and Kym O’Donnell
Chapter 18Binds and Unravels: Science Teachers Deepening Learning for English Language Learners, by Analis Carattini-Ruiz
About the Contributors
About the Editors
Ashraf Esmail is an associate professor and program coordinator of criminal justice at Dillard University. He is the Director for the Center for Racial Justice and Barron Hilton Criminal Justice Endowed Professor.
Abul Pitre is professor and department chair of Africana Studies at San Francisco State University. He was appointed Edinboro University’s first named professor for his outstanding work in African American education and held the distinguished title of Carter G. Woodson Professor of Education.
Alice Duhon Ross is a core faculty for the Richard W. Riley College of Education at Walden University. She is a career educator with over thirty years of teaching in higher education and is a Nationally Board-Certified Counselor and National Board-Certified School Counselor.
Judith Blakely is an educational specialist. She is certified in multiple states as a school superintendent, school administrator (pre-K-12 principal), and director of special, bilingual, and gifted education.
H. Prentice Baptiste is a Regents and Distinguished Achievement Professor, and in 2014 was awarded the first College of Education, Diversity Award at New Mexico State University.
This book provides strong, diverse context that supports educators
in driving theory to practice when engaging with English Language
Learners. It unpacks where these students have been, where they
are, but more importantly, where they can go when educators have
cultivated the desperately needed knowledge, skillsets, and
dispositions for advancing equity for this group of learners.
*Jancarlos Wagner-Romero, Assistant Professor of Global and
Multicultural Education, University of Wisconsin – La Crosse*
As a practitioner who has worked with English Learners (ELs) for
25+ years, this collection of essays is extremely helpful for all
who engage in this field to help build their knowledge, skills, and
dispositions in creating educational spaces where ELs can thrive
and succeed. The authors remind us that when we work with ELs we
need to include strategies such as culturally sustaining pedagogy,
translanguaging (equity in language), eliminating deficit biases
towards minoritized students, assisting students to critically
analyze their experiences, understand and know all ELs (the whole
child), and how to achieve success for ELs in different content
areas that are relevant, engaging, and develops critical thinking.
There is valuable and timely information in each of these articles
that will help all educators to transform the educational
experiences of English Learners.
*Charlene Lui, executive director, National Associate for
Multicultural Education*
Ranging from theoretical explorations to methodological and
empirical elaborations, this collection demonstrates the breadth of
contemporary social change perspectives in the discipline. The
essays confirm the importance of social change perspectives to
English language learning and learners. It will be an engaging and
insightful text for readers new to and familiar with social change
perspectives and English language learners and learning.
*Lisa Zagumny PhD, professor and dean, College of Education,
Tennessee Tech University; President National Association for
Multicultural Education*
![]() |
Ask a Question About this Product More... |
![]() |