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Beyond Crises

Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms
By: Debbie Zacarian, Margarita Espino Calderon, Margo Gottlieb

Foreword by Dan Alpert
A Joint Publication with Learning Forward

What are some lessons learned from the pandemic?

We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.

We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.

We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.

Above all, we learned that the “normal” many of us have yearned for was never good enough—that we must envision a “better world,” where we build on our multilingual students’ unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.

It’s this “better world,” a world in which communities, schools, and classrooms work together as a “whole-child ecosystem,” Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms sets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:

1. Imagining Communities describes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member’s assets and competencies, and the ways recent crises have amplified their struggles.

2. Imagining Schools takes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.

3. Imagining Classrooms demonstrates how to optimize learning opportunities—both virtual and face-to-face—so our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.

“Student and family, classroom, school, and local community are not silos unto themselves,” Debbie, Margarita, and Margo insist. “They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.” Beyond Crises is the first critical step forward.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071844649
  • Published By: Corwin
  • Year: 2021
  • Page Count: 256
  • Publication date: February 24, 2021

Price: $32.95

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Description

Description

What are some lessons learned from the pandemic?

We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.

We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.

We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.

Above all, we learned that the “normal” many of us have yearned for was never good enough—that we must envision a “better world,” where we build on our multilingual students’ unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.

It’s this “better world,” a world in which communities, schools, and classrooms work together as a “whole-child ecosystem,” Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms sets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:

1. Imagining Communities describes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member’s assets and competencies, and the ways recent crises have amplified their struggles.

2. Imagining Schools takes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.

3. Imagining Classrooms demonstrates how to optimize learning opportunities—both virtual and face-to-face—so our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.

“Student and family, classroom, school, and local community are not silos unto themselves,” Debbie, Margarita, and Margo insist. “They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.” Beyond Crises is the first critical step forward.

Author(s)

Author(s)

Debbie Zacarian photo

Debbie Zacarian

Dr. Debbie Zacarian, founder of Zacarian & Associates, provides professional development, strategic planning, and technical assistance for K-16 educators of culturally and linguistically diverse populations. She has served as an expert consultant for school districts, universities, associations, and organizations including the Massachusetts Parent Information Resource Center and Federation for Children with Special Needs.

Debbie has worked with numerous state and local education agencies and written the language assistance programming policies for many rural, suburban, and urban districts. Debbie served on the faculty of University of Massachusetts-Amherst where she co-wrote and was the co-principal investigator of a National Professional Development grant initiative supporting the professional preparation of educators of multilingual learners. Debbie also designed and taught courses for pre- and in-service administrators and teachers on culturally responsive teaching and supervision practices, multilingual development, and ethnographic research. In addition, she served as a program director at the Collaborative for Educational Services where she provided professional development for thousands of educators of multilingual students and partnered with Fitchburg State University in co-writing and enacting a National Professional Development initiative that supported STEM education. Debbie also directed the Amherst Public Schools bilingual and English learner programming where she and the district received state and national honors.

The author of more than 100 publications, her most recent professional books include: Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities. Schools and Classrooms; Responsive Schooling for Culturally and Linguistically Diverse Students; Teaching to Empower: taking action to foster student agency, self-confidence, and collaboration; and Teaching to Strengths: Supporting Students living with Trauma, Violence and Chronic Stress.

Margarita Espino Calderon photo

Margarita Espino Calderon

Dr. Margarita Espino Calderón is Professor Emerita/Senior Research Scientist at Johns Hopkins University. She has worked on numerous research and development projects focusing on reading for English learners funded by the U.S.D.O.E Institute of Education Sciences, the U.S. Department of Labor, and collaborated with Harvard and the Center for Applied Linguistics on a longitudinal study funded by the NICHD.

The Carnegie Corporation of New York funded her five-year empirical study to develop Expediting Comprehension for English Language Learners (ExC-ELL), a comprehensive professional development model for math, science, social studies, language arts, ESL and SPED teachers that integrates language, literacy and content. She also developed two other effective evidence-based programs: Reading Instructional Goals for Older Readers (RIGOR) for Newcomers with Interrupted Formal Education. Additionally, the Bilingual Cooperative Integrated Reading and Composition (BCIRC) program was developed for dual language instruction and is listed in the What Works Clearinghouse.

Margarita collaborated with George Washington University on a Title III five-year grant to implement and further study A Whole-School Approach to Professional Development with ExC-ELL in Virginia school districts.

She is a consultant for the U.S. Department of Justice and Office of Civil Rights. She serves and has served on national language and literacy research panels. Margarita is also President/CEO of Margarita Calderón and Associates, Inc. Dr. Calderón and her team of 10 Associates conduct ExC-ELL comprehensive multi-year professional development and on-site coaching in schools, districts, state-wide and international Institutes. She has over 100 publications on language and literacy for ELs.

Margo Gottlieb photo

Margo Gottlieb
Margo Gottlieb, a staunch advocate for multilingual learners and their teachers, has always envisioned multilingualism and multiculturalism
as cornerstones of education. As co-founder and lead developer of WIDA at the University of Wisconsin–Madison, over her career, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.

Over the years, Margo’s scholarship has focused on co-designing language development standards frameworks for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, coconstructing curricular frameworks for multilingual learners, and evaluating language policy. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the US Department of Education’s Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.

Holding a PhD in Public Policy Analysis, Evaluation Research, and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, more than 30 chapters, encyclopedia entries, and 20 books. Joining Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021), she is proud to add this 3rd edition of her best-selling book to her Corwin compendium.
Table of Contents

Table of Contents

Dedication

Author's Acknowledgements

Foreword by Dan Alpert

Introduction

Part I: Imagining Communities

Chapter 1: Designing and Enacting Strengths-Based Communities

Chapter 2: Sustaining a Whole Child 'Ecosystem'

Chapter 3: Striving for Interdependent, Interconnected Communities

Part II: Imagining Schools

Chapter 4: Imagining Schools Beyond the Crises

Chapter 5: Sustaining Growth and Momentum

Chapter 6: Striving for Interdependence and Interconnections

Part III: Imagining Classrooms

Chapter 7: Designing and Enacting Classroom Change

Chapter 8: Sustaining Momentum and Growth in Classrooms

Chapter 9: Striving for Interconnections

References

Index

Reviews

Reviews

Quote by Maria Dove, Professor, School of Education and Human Services, Molloy College and Author of “Collaborating for English Learners, Second Edition”: "This timely and unique volume from Zacarian, Calderón, and Gottlieb, three of the most renowned masters in the field of teaching culturally and linguistically diverse students, spotlights the critical need for collaborative relationships between communities, schools, and classrooms to engage in advocacy for equitable educational opportunities for all learners. It guides the reader through a journey of reflection by making connections to one’s own experiences with relationship building as well as identifying action steps to strengthen partnerships. It also invites the reader to imagine ways to be open to change and make things happen! This book is a must read for anyone who works with this special student population.”
"This timely and unique volume from Zacarian, Calderón, and Gottlieb, three of the most renowned masters in the field of teaching culturally and linguistically diverse students, spotlights the critical need for collaborative relationships between communities, schools, and classrooms to engage in advocacy for equitable educational opportunities for all learners. It guides the reader through a journey of reflection by making connections to one’s own experiences with relationship building as well as identifying action steps to strengthen partnerships. It also invites the reader to imagine ways to be open to change and make things happen! This book is a must read for anyone who works with this special student population.”
Maria Dove
Professor, School of Education and Human Services, Molloy College and Author of “Collaborating for English Learners, Second Edition”
Quote by Diane Fenner, President of SupportEd Consulting and author of "Unlocking English Learners' Potential": "Through witnessing the pandemic’s detrimental effects on English learners, I’m left grasping for a silver lining. I need to know how to make sense of what has happened, to learn from the challenges and heartbreak, and to thoughtfully move forward. Beyond Crises comes at just the right time. Through compelling student stories, anecdotes from fierce advocates, and spot-on reflection questions and tools, the authors guide us to reimagine education for ELs."
"Through witnessing the pandemic’s detrimental effects on English learners, I’m left grasping for a silver lining. I need to know how to make sense of what has happened, to learn from the challenges and heartbreak, and to thoughtfully move forward. Beyond Crises comes at just the right time. Through compelling student stories, anecdotes from fierce advocates, and spot-on reflection questions and tools, the authors guide us to reimagine education for ELs."
Diane Fenner
President of SupportEd Consulting and author of "Unlocking English Learners' Potential"
Quote by Andrea Honigsfeld, Associate Dean and Ed.D. Program Director, Molloy College and Author of “Collaborating for English Learners, Second Edition”: "Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms is just the resource administrators, instructional leaders, and educators in all walks of life need! This timely book by the powerful trio--Debbie Zacarian, Margarita Calderón, and Margo Gottlieb--is destined to pave the way for imagining and re-imagining our communities, schools, and classrooms in a post-crisis world. Their unapologetic call-for-action is to overturn racial, cultural and linguistic inequities—this book will show you how!"
"Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms is just the resource administrators, instructional leaders, and educators in all walks of life need! This timely book by the powerful trio--Debbie Zacarian, Margarita Calderón, and Margo Gottlieb--is destined to pave the way for imagining and re-imagining our communities, schools, and classrooms in a post-crisis world. Their unapologetic call-for-action is to overturn racial, cultural and linguistic inequities—this book will show you how!"
Andrea Honigsfeld
Associate Dean and Ed.D. Program Director, Molloy College and Author of “Collaborating for English Learners, Second Edition”
Quote by Shawn Slakk, CEO and Educational Consultant, ABCDSS Consulting Consortium: "What a superb and relevant discussion of how we as educators and servants can take our colleagues, our students and their families to the next level. Debbie, Margarita, and Margo have done a great job combining practical, critical practices, and partnerships with perfect examples of why we as educators do what we do. You’ll want to buy two, one for yourself and one to share."
"What a superb and relevant discussion of how we as educators and servants can take our colleagues, our students and their families to the next level. Debbie, Margarita, and Margo have done a great job combining practical, critical practices, and partnerships with perfect examples of why we as educators do what we do. You’ll want to buy two, one for yourself and one to share."
Shawn Slakk
CEO and Educational Consultant, ABCDSS Consulting Consortium
Quote by Ivannia Soto, Professor of Education, Whittier College and Author of "Shadowing Multilingual Learners": "By using voices from communities, schools, and classrooms, Beyond Crisis re-envisions how systems can move away from deficit-based paradigms. The practical and new ways of re-imagining presented in this book highlight and inspire a call to action that encourages strengths-based partnerships to acknowledge assets and competencies within systems. Beyond Crisis is a relevant and responsive book that motivates hope and empathy to address polarizing and chaotic times in our nation."
"By using voices from communities, schools, and classrooms, Beyond Crisis re-envisions how systems can move away from deficit-based paradigms. The practical and new ways of re-imagining presented in this book highlight and inspire a call to action that encourages strengths-based partnerships to acknowledge assets and competencies within systems. Beyond Crisis is a relevant and responsive book that motivates hope and empathy to address polarizing and chaotic times in our nation."
Ivannia Soto
Professor of Education, Whittier College and Author of "Shadowing Multilingual Learners"
Quote by Tonya Ward Singer, Consultant and author of "EL Excellence Everyday" and "Opening Doors to Equity": "Beyond Crisis is the humanizing, empowering book we need right now! Read it for a compelling vision and action steps to move beyond crisis and create the interconnected schools and communities our multilingual learners deserve."
"Beyond Crisis is the humanizing, empowering book we need right now! Read it for a compelling vision and action steps to move beyond crisis and create the interconnected schools and communities our multilingual learners deserve."
Tonya Ward Singer
Consultant and author of "EL Excellence Everyday" and "Opening Doors to Equity"

    Other Titles in: Race, Ethnicity & Class | Bilingual/ELL Learners | Social Justice

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