The recent increase in immigration patterns in the United States has meant an increase in the number of children entering American schools whose first language is not English. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. English Language Learners: The Power of Culturally Relevant Pedagogies provides teachers access to information that will help them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments, and use assessments to meet the needs of English language learners as well as garner community resources to support English language learners.
Dr. Ashraf Esmail is 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. Dr. 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. Dr. Alice Duhon Ross is a core faculty for the Richard W. Riley College of Education at Walden University. Current research focus is multicultural, international, peace education. She is a career educator with over thirty years of teaching in higher education and is Nationally Board-Certified Counselor and National Board-Certified School Counselor. Dr. Judith Blakely is academic coordinator at Walden University and serves a vital role in maximizing student achievement by incorporating leadership, advocacy, and collaboration. She is certified in multiple states as a school superintendent, school administrator (pre-K-12 principal), and Director of Special, Bilingual, and Gifted Education. Dr. 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. He was president of the National Association for Multicultural Education (NAME), a premier organization advocating for equity and social justice, which he helped found in 1990.
Acknowledgments Introduction Jancarlos J. Wagner-Romero Chapter 1. Providing Effective Learning Environments for English Learners through Practicing Care Theory and Understanding Identities SoYoung Kang Chapter 2. Moving Toward Coherent and Collaborative Coaching for Linguistically Responsive Teaching Monica S. Yoo, Leslie Grant, Lisa Fetman, and Veronica Garza Chapter 3. Working with Undocumented Immigrant Students: Developing and Sustaining Longstanding Relationships James Cohen, Magdalena Haro, Sarah Heinz, and Thalia Marron Chapter 4. Assessing the English Language Learner Amy Van Buren Chapter 5. Transforming Pre-Service Teacher Education: Culturally Responsive Teaching through Multicultural Children's Literature as a Vehicle of Social Change for English Language Learners Sunyung Song Chapter 6. Recognizing Embodied Histories and Intersectionality of Students of Color in Language Teaching Brianna R. Ramirez and Ruby Osoria Chapter 7. The Future Is Multilingual: Chicanafuturism as Curriculum for English Language Learners Jim L. Hollar and Jesslyn R. Hollar Chapter 8. A Critical Multicultural Analysis of English Learners in Picturebooks Amina Chaudhri Chapter 9. Assessment of English Learners: Adopting a Cultural Validity Assessment Framework Eric J. Lopez and Esther Garza Chapter 10. Grade Level Placement of English Language Learners: Legal and Ethical Considerations Mariola Krol Chapter 11. Characteristics of English Learners Daniela DiGregorio Chapter 12. Fluidity of Diversity: Reshaping How Educators Understand English Language Learners' Needs in the Classroom Dorota Silber-Furman and Andrea Arce-Trigatti Chapter 13. Serving English Language Learners with Exceptional and Diverse Needs Srimani Chakravarthi Chapter 14. Effective Learning Environments for English Learners Abbey Bachmann Chapter 15. Culturally Responsive Social-Emotional Learning for ELL Students with Limited or Interrupted Formal Education Jessica Furrer and Sara Castro-Olivo About the Editors About the Contributors
As a practitioner who has worked with English Learners (ELs) for more than twenty-five years, English Language Learners: The Power of Culturally Relevant Pedagogies is extremely helpful when looking for ways to include culturally responsive approaches when teaching our ELs. The topics in this book cover understanding the needs of ELs, validity in assessing, best practices for working with undocumented immigrant children, and using culturally responsive social emotional learning pedagogy with ELs. This book will become a favorite for all engaged in this field to help build their knowledge, skills, and dispositions in creating educational spaces where English Learners will thrive and succeed. -- Charlene Lui, executive director, National Associate for Multicultural Education English Language Learners: The Power of Culturally Relevant Pedagogiesdoes an outstanding job conveying culturally relevant pedagogy and how responsiveness is needed to address the current educational and societal climate of our country. It is evident from the research that learning environments must assess and alter their approach to convey the needs of all constituents. An inclusive paradigm is the path forward! -- Camacia Smith-Ross, assistant professor of education, Southern University and A&M College; executive board, Center for Racial Justice, Dillard University This book confirms the importance of culturally responsive approaches to English language learning and learners. Ranging from theoretical explorations to methodological and empirical elaborations, English Language Learners demonstrates the breadth of contemporary culturally responsive pedagogies in the discipline. It will be an engaging and insightful read for both newcomers and veterans. -- Lisa Zagumny, professor and dean, College of Education, Tennessee Tech University
