Learn how to teach multilingual students effectively and equitably with this practical and accessible resource. The authors share real-world examples from the classrooms of ESOL teachers, unpack the teachers' thinking about their instruction, and identify six core practices that are foundational to teaching multilingual students: knowing your multilingual students, building a positive learning environment, integrating content and language instruction, supporting language and literacy development, using assessment, and developing positive relationships and engaging in advocacy. The book focuses on how K-12 teachers can use these core practices in ways that humanize their instruction-positioning students as whole human beings, valuing the assets and resources they bring to the classroom, actively involving them in rigorous instruction that draws on their experiences and knowledge, responding to each unique learning context, and disrupting traditional power dynamics in education. This text will help pre- and in-service teachers of multilingual students to center equity and justice in their practice and understand how to move humanizing mindsets into action. Book Features: Identifies and describes core practices for teaching multilingual students. Offers opportunities to analyze teachers' instruction using core practices. Includes templates and additional resources that help teachers extend the use of core practices to their own planning. Supports teacher educators in preparing teachers to move humanizing mindsets to humanizing practices. Provides access to supplementary video clips depicting teachers as they engage in these practices and discuss their use.

This volume explores how Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and opening to public scrutiny their efforts to improve their practice, while recognizing the impacts of such efforts on their students and teacher education overall. The common thread in these S-STEP inquiries is the explicit attention to the ways in which culture, language, and race interact and affect teaching and learning. Central to this are the ways in which S-STEP studies address two pressing but interrelated issues in teacher education research: the need for greater attention to teacher educator development and pedagogies overall, and the challenge of preparing teachers for increasingly diverse, mobile, and plurilingual schools and communities. The book will be a valuable resource for teacher educators, particularly second language teacher education scholars and those new to S-STEP methods.