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The purpose of this book is to guide teachers to understand theory
related to teaching multilingual students and put it into practice
in their classrooms. Throughout each chapter, the authors uniquely
bring together relevant theory regarding language (e.g. the
multilingual turn, second language acquisition, translanguaging)
literacy (e.g. reading comprehension, new literacy studies,
multimodality), and culture (e.g. funds of knowledge, culturally
sustaining pedagogies). The chapter authors (practicing ESL,
bilingual, world language, language immersion, and mainstream
teachers) share how they are innovatively teaching multilingual
students by understanding theory and applying it to their
instructional setting. The audience for this book is teachers of
multilingual students who are in the dynamic process of language
acquisition. This includes TESOL/ESL, bilingual, language
immersion, and world language teachers, as well as mainstream
teachers who teach bilingual students—essentially all educators
in modern society. The book is of particular interest for teacher
education programs since each chapter explains theory and then
illustrates exactly how one teacher put that theory into practice
in teaching multilingual students.
This book names and confounds the mono-mainstream assumption that
invisibly frames much research, the ideologies that normalize
monolingualism, monoculturalism, monoliteracy, mononationalism,
and/or monomodal ways of knowing. In its place, the authors propose
multi- and trans- lenses of these phenomena steeped in a
raciolinguistic perspective on Bourdieu's reflexive sociology to
move toward a more accurate, multidimensional view of racialized
peoples' literacy and language practices. To achieve this, they
first engage in a comprehensive review of literacies, languaging,
and a critical sociocultural framework. Then, the distinct
testimonios of four women underscore this framework in practice,
followed by action steps for research, policy, and pedagogy. This
book will be of particular interest to literacy and language
education researchers.
Interweaves the perspectives of school counseling educators with
those of practitioners "in the trenches" This foundational text for
school counselors-in-training is the only book to have chapters
coauthored by counselor educators and practicing school counselors.
It delivers easily accessible information based on a scholarly
foundation of best practice recommendations from the field and
research-based, data-driven content, including school counseling
interventions, issues for professional practice, and a tool kit of
helpful resources. The book is distinguished by its in-depth
examination of the day-to-day role of the school counselor in
elementary, middle, and high school settings—often a different
reality than the recommended practice by the American School
Counselor Association (ASCA) National Model—along with a
commitment to cultural competency and social justice throughout.
Providing a platform for the contributions of historically
underrepresented voices, the text links theory and practice to
provide readers with tangible and concrete strategies to implement.
It covers the nuts and bolts of school counseling interventions
including individual, group, classroom guidance, and crisis
intervention. Each chapter begins with a K-12 student testimony to
highlight the impact of school counseling interventions and to
promote a better understanding of student needs. This
strengths-based text also examines a variety of contemporary topics
that strongly affect students, including an entire chapter on
LGBTQIA+ issues and coverage of anti-racism policies and virtual
counseling. Additional features include Voices from the Field and
Practical Applications that demonstrate real scenarios in practice.
Instructor's will also have access to the Instructor's Manual, Test
Bank, and chapter-based PowerPoint presentations. Purchase includes
digital access for use on most mobile devices or computers. Key
Features: Merges the perspectives of counselor educators with the
frontline experiences of practicing school counselors Examines in
depth the day-to-day responsibilities of the school counselor
Grounded in a scholarly foundation of research-based best practice
recommendations Delivers testimony from students about how school
counseling has affected them Includes illustrative case studies and
challenging discussion questions Details school counseling
interventions and other practical applications Embraces a
commitment to cultural competency and social justice throughout
This edited book provides ready-to-use engaging curriculum units
for an integrated approach to teaching English language arts and
U.S. history in grades 4-12. The purpose is to promote social
justice and activism while building critical literacies students
need in the 21st Century. Through implementing the curriculum units
in this book, teachers and students can challenge inequities and
promote activism. A central goal of this project is to represent
and empower marginalized students. The traditional curriculum
presents one view, one story as the only story, and one people as
the norm. This book intentionally centers the experiences of Black,
Indigenous, People of Color (BIPOC) and other marginalized
communities. In addition to expanding the curriculum to include all
people, educating students about issues of injustice in the U.S.
will enable them to enact change. Additionally, this book serves to
educate all students by exposure to central issues in past and
present society. By creating space for a multicultural perspective,
this curriculum may reduce the friction that occurs when
encountering those whose lived experiences and perspectives do not
align with one's own. By educating students about the privileges
they have not examined, teachers can foster empathy and empower
allies.
This edited book provides ready-to-use engaging curriculum units
for an integrated approach to teaching English language arts and
U.S. history in grades 4-12. The purpose is to promote social
justice and activism while building critical literacies students
need in the 21st Century. Through implementing the curriculum units
in this book, teachers and students can challenge inequities and
promote activism. A central goal of this project is to represent
and empower marginalized students. The traditional curriculum
presents one view, one story as the only story, and one people as
the norm. This book intentionally centers the experiences of Black,
Indigenous, People of Color (BIPOC) and other marginalized
communities. In addition to expanding the curriculum to include all
people, educating students about issues of injustice in the U.S.
will enable them to enact change. Additionally, this book serves to
educate all students by exposure to central issues in past and
present society. By creating space for a multicultural perspective,
this curriculum may reduce the friction that occurs when
encountering those whose lived experiences and perspectives do not
align with one's own. By educating students about the privileges
they have not examined, teachers can foster empathy and empower
allies.
As the immigrant population grows in countries such as the United
States, so does the number of newcomer immigrant students in middle
and high schools. Many scholars have noted that the education
immigrant adolescents receive has a great bearing on the future of
the nation. Understanding Adolescent Immigrants: Moving toward an
Extraordinary Discourse for Extraordinary Youth highlights the
voices of these young people by sharing the stories of seven
newcomer youths aged 13 to 20 years in U.S. high schools. By
learning their histories, present situations, and dreams for the
future, we can understand both these students' unique contribution
to their new country and their schools' roles in helping them
achieve success.
As the immigrant population grows in countries such as the United
States, so does the number of newcomer immigrant students in middle
and high schools. Many scholars have noted that the education
immigrant adolescents receive has a great bearing on the future of
the nation. Understanding Adolescent Immigrants: Moving toward an
Extraordinary Discourse for Extraordinary Youth highlights the
voices of these young people by sharing the stories of seven
newcomer youths aged 13 to 20 years in U.S. high schools. By
learning their histories, present situations, and dreams for the
future, we can understand both these students' unique contribution
to their new country and their schools' roles in helping them
achieve success.
This book names and confounds the mono-mainstream assumption that
invisibly frames much research, the ideologies that normalize
monolingualism, monoculturalism, monoliteracy, mononationalism,
and/or monomodal ways of knowing. In its place, the authors propose
multi- and trans- lenses of these phenomena steeped in a
raciolinguistic perspective on Bourdieu's reflexive sociology to
move toward a more accurate, multidimensional view of racialized
peoples' literacy and language practices. To achieve this, they
first engage in a comprehensive review of literacies, languaging,
and a critical sociocultural framework. Then, the distinct
testimonios of four women underscore this framework in practice,
followed by action steps for research, policy, and pedagogy. This
book will be of particular interest to literacy and language
education researchers.
Secondary ELA teachers, be excited: here at last is that crash
course in utilizing the best of what we already know about teaching
reading, writing, and language to ensure our English learners
thrive. Take Penny Kittle and Donalyn Miller's reader's workshops.
Take Kylene Beers and Robert Probst's "signposts." Take the best
writing techniques advanced by the National Writing Project. Take
Jim Burke's essential questions for life. Award-winning EL
authorities Mandy Stewart and Holly Genova describe immediate
adaptations you can put in place to simultaneously build your ELs'
language and literacy, while affirming their languages, cultures,
and unique lived experiences. A rare blend of the humane and
practical, But Does This Work with English Learners? is a book on
how to leverage our ELs' full linguistic repertoires in the ELA
classroom, while remaining sensitive to those barriers that could
restrict learning. With this book as your guide, you'll learn how
to: Look beyond the labels, and better understand the diversity of
ELs, English language proficiency levels, and sociopolitical
influences Teach and assess through reader's workshop, recognizing
where comprehensible input fits in and adapting recurring features
like support, choice, conferencing, and academic conversations
Teach and assess through writer's workshops, including
modifications to quick-writes, minilessons, conferencing, sharing,
and more Teach through structures and community with classroom
schedules and behavior norms, and activities like All About Me
Paragraphs and Six Things You Need to Know About Me Listicles
Embrace identity in inquiry cycles via research and family
interviews, mentor texts and essays, pictorial autobiographies,
memory paragraphs, and more Answer your own FAQs such as How do I
teach students if I don't know their language? What about grammar?
How do I teach the grade-level ELA standards while I teach the
language? "As you read this book," Mandy and Holly write, "our hope
is that you will begin to see your students as multilinguals-people
who already have language as well as a wealth of knowledge and are
just adding English to that great repertoire." If you have even a
single English learner in your classroom, we urge you to read this
book and institute its practices. Right away! "Mandy Stewart and
Holly Genova have given us a primer for the evolving complexities
of our classroom melting pots, a map for navigating the murky
waters of regulations, and most importantly, a recipe for opening
our arms to children from all over the world. They welcome them
with thoughts like 'A foreign accent is a sign of bravery.'"
~Gretchen Bernabei, Coauthor of Fun-Sized Academic Writing for
Serious Learning "After reading this book, I was left with the
feeling that I learned something new on every page--something that
I had previously either wondered about or struggled to understand.
Mandy Stewart and Holly Genova are the guides we all need to help
us understand and better address the needs of our English
learners." ~Jim Burke, Author of The English Teacher's Companion
The purpose of this book is to guide teachers to understand theory
related to teaching multilingual students and put it into practice
in their classrooms. Throughout each chapter, the authors uniquely
bring together relevant theory regarding language (e.g. the
multilingual turn, second language acquisition, translanguaging)
literacy (e.g. reading comprehension, new literacy studies,
multimodality), and culture (e.g. funds of knowledge, culturally
sustaining pedagogies). The chapter authors (practicing ESL,
bilingual, world language, language immersion, and mainstream
teachers) share how they are innovatively teaching multilingual
students by understanding theory and applying it to their
instructional setting. The audience for this book is teachers of
multilingual students who are in the dynamic process of language
acquisition. This includes TESOL/ESL, bilingual, language
immersion, and world language teachers, as well as mainstream
teachers who teach bilingual students—essentially all educators
in modern society. The book is of particular interest for teacher
education programs since each chapter explains theory and then
illustrates exactly how one teacher put that theory into practice
in teaching multilingual students.
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