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Breaking Down the Monolingual Wall - Book Cover

Breaking Down the Monolingual Wall

Essential Shifts for Multilingual Learners' Success

Outlining the systemic and pedagogical approaches necessary for successful multilingual and dual language programs, this book is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.

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Breaking Down the Monolingual Wall - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071895535
  • Published By: Corwin
  • Year: 2023
  • Page Count: 304
  • Publication date: September 25, 2023

Price: $38.95

Price: $38.95
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Description

Description

Your guide to culturally and linguistically sustaining practices in your dual language classroom and school.

It’s time to set the record straight: Multilingualism is a tremendous asset that must be nurtured and valued and the most effective pathway to multilingualism is dual language education. Despite significant evidence attesting to the cognitive, social/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual.

Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. The book supports educators to:

  • Shift the paradigm from one that is subtractive and deficit-based to one that is additive and assets-based
  • Embed culturally and linguistically sustaining practices in their instruction
  • Understand how to promote multilingualism in the context of teaching academic content
  • Develop assessments as, for, and of learning in multiple languages.
  • Lead high-quality dual language schools and programs
  • Recruit and retain highly qualified bilingual educators

Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.

Author(s)

Author(s)

Ivannia Soto photo

Ivannia Soto

Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust–West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/
Sydney Snyder photo

Sydney Snyder

Sydney Snyder, PhD, is a principal associate at SupportEd. In this role, Dr. Snyder coaches ML educators and develops and facilitates interactive professional development for teachers of MLs. She also works with the SupportEd team to offer technical assistance to school districts and educational organizations. Dr. Snyder has extensive instructional experience and has worked in the field of English language development (ELD) for over 25 years. She started her teaching career as a Peace Corps volunteer in Guinea, West Africa. This experience ignited her passion for language teaching, culturally responsive instruction, and ML advocacy. Dr. Snyder is co-author of Culturally Responsive Teaching for Multilingual Learners: Tools for Equity and contributing author to Breaking Down the Monolingual Wall. She served as an English Teaching Fellow at Gadja Mada University in Yogyakarta, Indonesia. She earned her Ph.D. in Multilingual/Multicultural Education at George Mason University and her M.A.T in TESOL at the School for International Training. You can connect with her by email at Sydney@SupportEd.com or on Twitter at @SydneySupportEd.
Margarita Espino Calderón photo

Margarita Espino Calderón

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.
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Andrea Honigsfeld

Andrea Honigsfeld, EdD, is Professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York, where she teaches graduate courses related to cultural and linguistic diversity. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers professional learning opportunities, primarily focusing on effective differentiated strategies and collaborative practices for ELD specialists and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2022), Digital-Age Teaching for English Learners (2022), Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), and Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners' Success (2024). Nine of her Corwin books are bestsellers.

Joan Lachance photo

Joan Lachance

Dr. Joan Lachance is an Associate Professor of Teaching English as a Second Language (TESL) at the University of North Carolina at Charlotte. She directs the TESL graduate programs and undergraduate TESL Minor. She is the co-author of the National Dual Language Education Teacher Preparation Standards and the Director of the CAEP Specialized Program Association in Dual Language Education called “EMMA: Education for a Multilingual Multicultural America.” She received her undergraduate degree in Secondary Education, Modern Languages and Linguistics from Florida International University. With Spanish as the language of program delivery, she completed graduate coursework to earn her master’s degree in School Counseling from Pontifical Catholic University in Poncé, Puerto Rico. Dr. Lachance completed her doctoral work in Curriculum and Instruction, with an emphasis on Urban Education, Literacy, and TESL at the University of North Carolina at Charlotte.

Dr. Lachance’s research agenda encompasses dual language teacher preparation, academic literacy development, and authentic assessment with multilingual learners has resulted in over 25 publications including articles, book chapters, technical reports, and state-level curriculum guides since joining UNC Charlotte. She serves on several journal editorial boards and is a board member of the Multistate Association for Bilingual Education, Northeast (MABE). With the publication of her latest Corwin book she is specializing one aspect of her work further into collaboration and co-teaching for multilingual learners in the dual language context. She continues to work to support dual language education for the preservation of Native American languages, currently and most-honorably collaborating with a K-8 school serving the Eastern Band of the Cherokee Indians [EBCI].

In addition to her faculty position, Dr. Lachance’s service agenda has resulted in over 100 conference presentations, invited panels, keynotes, and roundtables to support the North Carolina Department of Public Instruction and the nation at-large. Her service specializes in professional learning for teachers, school counselors, and school administrators. She co-created materials and professional learning institutes for myriad North Carolina state-led initiatives including Using the WIDA Standards, The North Carolina Guide to the SIOP Model, The North Carolina Guide to ExC-ELL, and Dual Language/Immersion Program Support. The presentations, webinars, and asynchronous learning opportunities share innovative practices for multilingual learner academic language development, equitable active multilingual learner engagement, dual language program development, sociocultural nuances in school counseling, and international comparative education.

For fun, Dr. Lachance enjoys camping [it’s really glamping!] with her husband Carl, their son, and their two rescue dogs. She is passionate about science, astronomy, the outdoors, hiking in the Blue Ridge Mountains, and the preservation of the Appalachian Trail. While she lives and works in North Carolina, she shares her heart deeply with New Mexico and, has a passion for the Native American Pueblo Languages, their ways of living, and everything Hatch green chilies. Finally, she is a former dual language parent, who reached the point of watching multilingualism come to life in her own home.

Marga Marshall photo

Marga Marshall

Marga Marshall is an Educational Consultant with experience in bilingual education in Spain and California. She opened the first TK-8 Two Way Dual Immersion English/Spanish School in Concord, CA as part of the district’s Magnet schools. Prior to becoming a principal, Marga Marshall was a bilingual teacher, an instructional coach, an English Learners coach, and a Dual Language coach. As an educator for over 24 years, her passion is bilingualism , biliteracy, and offering students the opportunity to learn a second language. Marga Marshall has always developed relationships with the community, staff, and teachers. Her leadership also involves watching students grow, providing the opportunity to learn in a multicultural and collaborative environment through the emphasis on collaboration, critical and creative thinking, and supporting teachers and staff, so that they can reach their greatest potential while strengthening a connection between school and home, and fostering a positive school culture. Marga Marshall has presented at state and national conferences on best practices for the bilingual classroom, Creating Culturally Competent Schools, Number Talks in bilingual classrooms, Foundations for a Strong, Successful, and Sustainable Dual Language Program, Guiding Principles for Dual Language Education strategies, Foundations in Designated and Integrated ELD. Her work and collaboration with parents, community, and paraeducators has also led Marga Marshall to do online and in-person presentations for parents and paraeducators with strategies on how to support students during Distance Learning and at home and Biliteracy and Literacy Development from Home to School.

She was awarded the MDEA Community Involvement Award during the 2015-2016 school year and she is also the recipient of the MDEA Outstanding Administrator Award for the 2017-2018 and 2020-2021 school years. She was also nominated as the ACSA Region 6 Elementary Principal of the Year for the 2018-2019 school year.

During her leadership at Holbrook Language Academy, her school was voted best Bilingual School by Parents Press for three consecutive years, and she wrote the entry for the CSBA Golden Bell Awards - an award that promotes excellence in education by recognizing outstanding programs - leading Holbrook Language Academy to be the recipient of the 2021 Golden Bell Award in the Category of English Learners/Biliteracy. As an Educational Bilingual Consultant, Marga Marshall partners with districts providing expert, customized consulting, and professional learning in the areas of biliteracy and English Learner education.

David Nungaray photo

David Nungaray

David Nungaray is a forever dual language teacher and school leader at heart no matter what his current work title is. The children and families he worked with as an educator are one of his guiding forces in the work he continues to do in education. As a son of Mexican immigrants, native Spanish speaker, gay educator, and a first-generation college graduate, David is passionate about educational excellence and ensuring school systems best meet the needs of all learners. David began his journey in education as a founding corps member of Teach For America-San Antonio in 2010 where he served as a 4th dual language teacher. In his first year of teaching, David was the district’s Elementary Rising Star Teacher of the Year. Currently, David works as a bilingual consulting partner at a national non-profit where he oversees partnerships in Texas and supports national strategy to integrate multilingual learners into all of the work at the organization. David has led teams focused on partnering with districts through strategic planning, (bi)literacy visioning and implementation, dual language supports, stakeholder and family engagement, high-impact tutoring, learning acceleration, and state-wide high-quality instructional materials adoption. With almost 13 years of experience in education, David served as the principal of one of the flagship dual language schools in San Antonio ISD (SAISD) prior to his time at TNTP. During his tenure as principal, the school community revised and renewed their in-district school charter and established a partnership with the University of Texas-San Antonio to create the first dual language teacher residency lab network of schools in Texas. David also served as co-chair of the Bexar County COVID-19 Pre-K-12 Consultation group in San Antonio, focused on guiding the reopening of schools in the county. Prior to his role as principal, David co-founded one of the first schools in the Innovation Zone of SAISD, which spanned Pre K-12th grade, as associate principal. The school focuses on project-based learning and also has a teaching and school administrator residency model. David serves on multiple non-profit boards focused on education, and he holds his Masters in School Leadership from Trinity University, where he has served as an adjunct professor in multilingual education, school leadership, and special education.

Rubí Flores photo

Rubí Flores

Rubí P. Flores Torres, M.A. is a native from San Luis Potosí, Mexico, Rubí is the Director of Professional Learning at the California Association for Bilingual Education. She has extensive expertise working with schools on implementing and refining Dual Language and Multilingual Learner Programs. Prior to this role, Rubí has served as a bilingual teacher, ESL specialist, dual language teacher, dual language instructional coach, dual language program coordinator and biliteracy curriculum developer. She has worked in schools across Texas, Oklahoma, El Salvador, and California. She earned a Bachelor's Degree in Bilingual Education from Texas State University and a Master’s Degree in Bilingual and Bicultural Curriculum and Instruction from the University of Texas at Austin. She is a member of the Proyecto Maestría leadership development program through the University of Texas. Rubí holds a Multiple Subject teaching credential with a Bilingual Teacher Authorization in California and in Texas. She has presented her work with dual language programs and biliteracy instruction at CABE, NABE, TABE, Adelante! Dual Language Conference, La Cosecha, CARLA and at multiple county and district level conferences and events in California, Texas, and México. Her current work focuses on developing teacher capacity to support multilingual learners through coaching, presenting authentic methods for biliteracy instruction, and teaching strategies to support Spanish and English academic language development in Dual Language and Multilingual Learner settings. As an immigrant and first generation college graduate, Rubí is committed to honoring her parents’ courage to seek a better future by creating and advocating for culturally sustaining and high quality professional learning programs that will promote linguistic justice for multilingual learners. Connect with Rubí at thebiliteracycoach@gmail.com

Lyn Scott photo

Lyn Scott

Lyn Scott, Ph.D., a native of the rural Midwest, is a credentialed dual language teacher in Massachusetts and California teaching in two-way immersion and transitional bilingual education classrooms for over two decades. As an elementary teacher he joined colleagues and parents in restructuring their neighborhood public school into a multi-aged, dual language immersion public school. Inspired by the work of Paulo Freire, he immersed himself in the Brazilian culture early in his teaching journey, reflecting on adult literacy pedagogies relevant to the dual language development of young learners in American schools. Lengthy experiences in Taiwan, China, and Sweden stimulated his curiosity in national language policies impacting language diversity, schooling, and migration. His advocacy for linguistic human rights includes all students having access to education in their home language in addition to English and other languages. His doctoral dissertation at the University of California, Berkeley, investigated language policy in Mexican American homes in Arizona and California. Since 2012 he has served as a faculty member of the California State University system, currently an Associate Professor in the Department of Teacher Education at Cal State East Bay. He is past president of the California Association for Bilingual Teacher Education and co-author of Community-Owned Knowledge; The Promise of Collaborative Action Research published in 2022. He is biliterate in Spanish, Portuguese, Swedish, and English and conversational in Mandarin Chinese.

Table of Contents

Table of Contents

Dedication


Acknowledgements


Publisher's Acknowledgements


About the Authors


Foreword by Jan Gustafson-Corea


Chapter 1: From Subtractive Schooling Models to Dual Language Models that Lead to Linguistic and Cultural Equity


Chapter 2: From Culturally and Linguistically Subtractive to Culturally and Linguistically Sustaining Pedagogy


Chapter 3: From One Language to Biliteracy and Content in Two Languages


Chapter 4: From Monolingual Assessment to Assessment in Multiple Languages


Chapter 5: From Educator Collaboration in a Monolingual Setting to Collaboration in a Dual Language Setting


Chapter 6: From Leading in a Monolingual Program to Leading in a Dual Language Program


Chapter 7: From "One Size Fits All" Workshops to Job-Embedded Professional Learning for Dual Language Teachers


Chapter 8: From Monolingual Policies to Dual Language Policies


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