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We want students to master academic standards, and we want them to
be confident, adaptive, and socially responsible. Above all, we
want them to find meaning and satisfaction in their lives.
Achieving these goals requires a concerted focus on the
social-emotional skills that empower students in and beyond the
classroom. In Teaching to Empower, Debbie Zacarian and Michael
Silverstone explore what an empowered student looks like in our
increasingly diverse contemporary schools and prompt educators to
examine their own relationship to empowerment. The book's
evidence-based strategies and authentic examples show you how to
foster an inclusive culture of agency, self-confidence, and
collaboration that will give each of your students-regardless of
race, culture, language, socioeconomic status, abilities,
sexuality, or gender-the opportunity, responsibility, and tools to
become an active learner, thoughtful community member, and engaged
global citizen. Whether you're a preservice teacher, a classroom
novice, or a veteran, you'll find the practical guidance you'll
need to: Create inclusive and empowering physical learning spaces.
Set up self-directed learning and promote positive interdependence.
Promote student self-reflection. Teach the skills of collaboration.
Foster the self-advocacy that fuels deeper, more autonomous
learning. Partner more effectively with families and the community
to support student empowerment.
English language learners (ELLs) often face the difficult challenge
of learning both a new language and new subject matter at the same
time. In Teaching English Language Learners Across the Content
Areas, Judie Haynes and Debbie Zacarian offer strategies, tools,
and tips that teachers can use to help ELLs at all levels flourish
in mainstream classrooms. This book will show teachers how to:
Determine their ELLs' stages of English language acquisition.
Modify assignments and assessments in different content areas for
ELLs at different stages of language development. Ensure that all
ELLs participate fully in lesson activities alongside their
English-fluent peers. Communicate effectively with parents and
guardians of students from diverse cultures. Real-life examples of
lessons from elementary, middle, and high school that have been
modified for ELLs in language arts, math, science, and social
studies classes show how to effectively put the authors'
recommendations into practice. A glossary of important ELL and ESL
terms is included as well, for those who are new to teaching ELLs.
Whether novice or veteran, all teachers of ELLs will benefit from
this wonderfully practical guide to ensuring that ELLs learn
English by learning content-and learn content while learning
English.
Essential principles, practices, and structures for multilingual
learners Much has changed in the ten years since this book was
first published. A celebrated triumph, it provided state, district,
school, and teacher leaders with a comprehensive guide to support
multilingual learners to reach their full potential. From selecting
the appropriate program model to partnering with families and
infusing federal and state laws governing the education of
multilingual learners and the rights of their families into all we
do, the key messages that made the first edition of this book a
renowned success have been re-examined in the second edition with a
robust lens to meet these demanding times. This second edition
supports educators to design and enact policies, practices, and
structures for multilingual learners (MLs) to feel a sense of
safety, belonging, value, and competence. Topics explored in the
book include: a discussion of the changes to federal and state
policies and their impact on MLs and their families strategies to
move from a deficit- to an asset-based approach that values
multilingualism nine principles to design and deliver high-quality
lessons in multiple languages and across disciplines practices to
identify and support MLs with learning differences and
disabilitiessteps for building long-lasting family-school
partnerships Reflecting changing trends in leadership, this new
edition supports superintendents, principals, curriculum
supervisors, coaches, mentors, teachers, and other stakeholders in
their collaborative efforts to create and sustain successful
language assistance programs.
It was a dark and stormy night in Santa Barbara. January 19, 2017.
The next day's inauguration drumroll played on the evening news.
Huddled around a table were nine Corwin authors and their
publisher, who together have devoted their careers to equity in
education. They couldn't change the weather, they couldn't heal a
fractured country, but they did have the power to put their
collective wisdom about EL education upon the page to ensure our
multilingual learners reach their highest potential. Proudly, we
introduce you now to the fruit of that effort: Breaking Down the
Wall: Essential Shifts for English Learners' Success. In this
first-of-a-kind collaboration, teachers and leaders, whether in
small towns or large urban centers, finally have both the research
and the practical strategies to take those first steps toward
excellence in educating our culturally and linguistically diverse
children. It's a book to be celebrated because it means we can
throw away the dark glasses of deficit-based approaches and see
children who come to school speaking a different home language for
what they really are: learners with tremendous assets. The authors'
contributions are arranged in nine chapters that become nine tenets
for teachers and administrators to use as calls to actions in their
own efforts to realize our English learners' potential: 1. From
Deficit-Based to Asset-Based 2. From Compliance to Excellence 3.
From Watering Down to Challenging 4. From Isolation to
Collaboration 5. From Silence to Conversation 6. From Language to
Language, Literacy, and Content 7. From Assessment of Learning to
Assessment for and as Learning 8. From Monolingualism to
Multilingualism 9. From Nobody Cares to Everyone/Every Community
Cares Read this book; the chapters speak to one another, a melodic
echo of expertise, classroom vignettes, and steps to take. To shift
the status quo is neither fast nor easy, but there is a clear
process, and it's laid out here in Breaking Down the Wall. To
distill it into a single line would go something like this: if we
can assume mutual ownership, if we can connect instruction to all
children's personal, social, cultural, and linguistic identities,
then all students will achieve.
This book provides a comprehensive approach for building coalitions
of support around student learning and engagement through
interconnected classroom community-building efforts that involve
teachers: building strong relationships with students;
intentionally supporting students to build powerful relationships
with their peers; fostering strong reciprocal relationships with
families, and; building relationships with the school and community
at large empowering and creating purposeful intentional spaces for
students/families/school community/community at large to build
powerful relationships with each other.
A legacy of the No Child Left Behind legislation of 2001 is that
the significant achievement gaps between language minority students
(ELLs and other speakers of non-Standard English) were made
painfully visible to educators and the general public.
Unfortunately, disaggregating data or 'exposing the cracks beneath
the wallpaper' (Johnson/Avelar La Salle, 2010) alone is an
insufficient remedy. Addressing these gaps remains a salient theme
of our nation's school reform agenda and will be for years to come.
Over the years, Corwin has published a number of works that aim to
help close achievement gaps between ELs and non-ELs as well as
children of color and their White counterparts. Some of these
titles are aimed at school leaders and suggest that a 'top down'
approach emphasizing culture shifts and policy changes are the most
effective starting points. (see, e.g., Lindsey et al., Cultural
Proficiency: A Manual for School Leaders, Singleton, Courageous
Conversations about Race, and the upcoming Walking the Equity Walk
by John Browne. Other titles start with changing practices at the
classroom level, e.g., Bonnie Davis' How to Teach Students Who
Don't Look Like You. The proposed title which falls into this
second category highlights the importance of mastering Academic
Language as a key to school success and closing achievement. It is
grounded in an originalafour-pronged framework that describes how
academic language learning is a (1) sociocultural, (2) literacy
learning, (3) academic, and (4) a cognitive (higher order thinking
skill) process.a Written in a teacher-friendly voice, the book
emphasizes what can be done to strategically plan and deliver high
quality learning, school and parent engagement environments using
this four pronged framework. It is also well-suited to the work of
teacher teams and includes a number of reflective prompts and
professional development activities.
Rapidly changing and diverse student populations necessitate
culturally responsive schooling. It can be a challenging balancing
act for educators to respect diversity and teach to each student's
needs while adhering to restrictive curricula that mandate the use
of standard English. Responsive Schooling for Culturally and
Linguistically Diverse Students offers a balanced approach to
developing students' academic language proficiency while
simultaneously honouring, acknowledging and valuing the richness of
their home and community languages and cultures. Debbie Zacarian
and Ivannia Soto provide a practical framework within which schools
and educators can make students' personal, cultural and social
identities central to the curriculum by drawing on the experiences
and interests they bring to the classroom. Filled with examples of
responsive teaching and opportunities to reflect on current
practice, the book is a rich resource for teachers and school
leaders alike.
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