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.
Bridge the Digital Divide with Research-Informed Technology Models
Building from significant developments in education policy, research, and remote learning innovations, this newly revised edition offers unique ways to bridge the digital divide that disproportionally affects culturally and linguistically diverse learners. Designed to support equitable access to engaging and enriching digital-age education opportunities for English learners, this book includes
- Research-informed and evidence-based technology integration models and instructional strategies
- Sample lesson ideas, including learning targets for activating students’ prior knowledge while promoting engagement and collaboration
- Tips for fostering collaborative practices with colleagues
- Vignettes from educators incorporating technology in creative ways
- Targeted questions to facilitate discussions about English language development methodology
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This edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices—of co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.
Cohan, Honigsfeld, and Dove bring together current research, authentic examples of best practices, and voices from the field to champion the power of purposeful collaboration and provide educators with resources that will empower them to support English learners (ELs) and their families. Guided by four core principles (common purpose, shared mindset, diverse team membership, supportive environment), the authors explain how to meet the challenges of collaborating with ELs and help all stakeholders—administrators, teachers, students, parents, community leaders—develop new and effective ways of working together for the success of each learner.
SERVING ENGLISH LANGUAGE LEARNERS introduces students to the challenges and opportunities in educating English learners across the content areas. The text examines English learners’ unique needs as they not only learn to speak, listen, read, and write in a new language but also aim for academic success. Numerous examples of instructional strategies, videos, and case studies will help aspiring K–12 teachers connect theory with classroom practice.
With K-8 teachers in mind, Andrea Honigsfeld offers this user-friendly, accessible resource to address the diverse language and literacy proficiencies that exist in so many U.S. classrooms today. Andrea unpacks the five levels of language acquisition, based on the TESOL framework, and introduces practical strategies that can be applied across grade levels and content areas to support EL students’ academic language and literacy development.
With an emphasis on culturally and linguistically sustaining pedagogy, peer interaction, and scaffolding, Andrea offers instructional practices organized into five predictable strands at each level of language acquisition:
- Visual supports
- Learning by doing
- Oral language production
- Reading supports
- Writing supports
Filled with student vignettes, teacher and student work samples, and authentic classroom examples, Growing Language and Literacy will become every teacher’s guide to moving their English learners from one stage of language acquisition to the next.
Build an Asset-based Approach as the Foundation for Equitable Practice
Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued sources of knowledge. This ready-to-use guide offers practical strategies for educators seeking thoughtful, research-informed, and accessible information on how to guide MLLs. Focused on the deliberate daily actions that all teachers of MLLs can take, this book captures a compelling advocacy framework for culturally and linguistically responsive equity work, including
- Examples of educators responding to MLLs through an equity lens
- Student portraits of MLL experiences
- Answers to essential how-to questions
- Robust professional learning activities
- Access to print and online resources for additional information
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Your GPS for improving ELLs’ academic outcomes
Grounded in the latest research on EL language and literacy development and technology integration, this timely book will serve as your road map for navigating the exciting new frontier of digital instruction. Learn how to improve academic outcomes, enhance language acquisition, and cultivate digital citizenship through ELL Frontiers’:
- An overview of current digital age learning experiences and trends
- Step-by-step guides to implementing technology-infused lessons that are specifically adapted for English learners, including a sample lesson seed in each chapter
- Authentic vignettes of current uses of technology in the classroom
- Professional Learning Network questions for group discussion
No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning_if not earlier.
This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.
Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other Englishspeaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and coteaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (Englishasasecondlanguage) specialists, or two Englishasaforeignlanguage (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively.
With this volume, our goal is to offer an accessible resource, longawaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL coteaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroombased, practitioneroriented research studies and documentary accounts related to coteaching, coplanning, coassessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and coteaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions.