But Does This Work With English Learners?

Mary Amanda (Mandy) Stewart is passionate about languages, literacies, and literature! She brings these areas together in her work with multilingual adolescents as they engage in critical literacy and language development across content areas using a variety of authentic texts. Viewing language learners as multilinguals, she works with them and their teachers to leverage all of their languages for success both in and out of school. Mandy is an associate professor in the Department of Literacy and Learning at Texas Woman's University where she directs the Certificate of Biliteracy graduate program. She has published books about literacy instruction for adolescents acquiring English as well as many articles in literacy and bilingual/ESL journals. Because she believes that our work in education should lead to greater equity in society, she also writes op-eds and blogs for various media outlets about diverse literature, multilingualism, and advocacy for refugee and (im)migrant families. Born and raised in small-town East Texas, she now lives in the Dallas/Fort Worth area where she leads an ESL book club for adults, attempts to raise bilingual children, and moonlights as an intense baseball/soccer mom. Please contact your Professional Learning Advisor for consulting services. Holly Genova is a high school ESOL and Newcomer teacher in Lewisville, Texas, at Lewisville High School, Harmon Campus. Holly is charged with working with marginalized students to develop English their first year in the United States, but Holly sees her work much differently than simply developing students' English. Thus, she works diligently to ensure that her students build curiosity, stamina, and independence to be lifelong readers and writers. She has served in leadership positions in the North Texas Council for Teachers of English Language Arts and the North Star of Texas Writing Project, has been a member of NCTE since 2014 and in 2019 served on the NCTE nominating committee. Holly was a first year teacher of the year award winner on her high school campus, and in 2016, Holly was awarded the High School Teacher of the Year award for the Texas Council of Teachers of English Language Arts. As a teacher and advocate for culturally and linguistically diverse students, Holly is committed to advocating for educators to view linguistically diverse learners through an asset lens, and she believes we should leverage students' cultures and lived experiences in the classroom. Outside of the classroom, Holly is involved in refugee and immigrant people's lives through her father's gardening project in which he grows fresh food with the Chin community in his garden. She also enjoys attending former students' family, cultural, and religious events with her daughter. Please contact your Professional Learning Advisor for consulting services

Foreword by Gretchen Bernabei Preface Mandy's Teaching Story Holly's Teaching Story Our Teaching Story: A Research/Practice Partnership Our Purpose: Every ELA Teacher, a Language Teacher Overview of the Book Using the Book Acknowledgments About the authors Chapter 1: Language Learners: Seeing Beyond the Labels Diversity of Language Learners Sociopolitical Influences Second-Language Acquisition Bilingualism and Biliteracy Student Profiles: Meet Language Learners Conclusion Chapter 2: Teaching Through Reader's Workshop The Reader's Workshop Model Know Your Multilingual Students Second-Language Acquisition Regarding Reading Modification of Reader's Workshop for Language Learners Student Profiles: Meet Multilingual Readers Conclusion Chapter 3: Teaching Through Writer's Workshop The Writer's Workshop Model Know Your Multilingual Students Second-Language Acquisition Regarding Writing Modifications of Writer's Workshop for Language Learners Student Profiles: Meet Multilingual Writers Conclusion Chapter 4: Teaching Through Structures and Community Learning Structures Building Community: Who Am I? Who Are My Classmates? Student Profiles: Meet Classroom Community Members Conclusion Chapter 5: Teaching Through Inquiry Cycles Identity: Who Am I? My Life, My Stories: How Am I Unique? Student Profiles: Meet Students Who Shared and Healed Conclusion Chapter 6: ESL FAQ: Our Most Frequently Asked Questions as ESL Teachers How do I teach students if I don't speak their language? What about grammar? What do I do with a newcomer? How do I continue my instructional plan when I get new students, who are also newcomers, throughout the school year? How do I teach the grade-level ELA standards while I teach the language? What does students' first language have to do with the ELA classroom? What language should students read in for independent reading time? How do I learn about their previous educational experiences? What is the best way to help long-term English learners (L-TELs)? How do I incorporate culture into the classroom in an authentic way? How do I not offend students whose culture is so different from mine? How do I get support from students' families? How do I get support from my administrators and other teachers? What if students are undocumented or underdocumented? How do I motivate students to want to use English in and out of the classroom? What is your favorite learning activity with language learners? Conclusion Get QUACKing! Appendix A Appendix B Appendix C Appendix D Appendix E Glossary References Index