Location: United States |  Change Location
0
Male flipping through Corwin book

Hands-on, Practical Guidance for Educators

From math, literacy, equity, multilingual learners, and SEL, to assessment, school counseling, and education leadership, our books are research-based and authored by experts on topics most relevant to what educators are facing today.

 

From Equity Insights to Action - Book Cover
Bestseller!

From Equity Insights to Action

Critical Strategies for Teaching Multilingual Learners
By: Andrea Honigsfeld, Maria G. Dove, Audrey Cohan, Carrie McDermott Goldman

Illustrated by Claribel González.

Equity for MLLs means that students’ cultural identities are valued sources of knowledge. This guide provides educators with thoughtful, research-informed, and accessible information on how to champion equity for MLLs.

Full description


From Equity Insights to Action - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781071855065
  • Published By: Corwin
  • Year: 2021
  • Page Count: 120
  • Publication date: August 26, 2021

Price: $32.95

Price: $32.95
Volume Discounts applied in Shopping Cart

Review Copies

This book is not available as a review copy.
Description

Description

Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners!

Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era.

Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including

  • Authentic examples of how educators understand and support MLLs through an equity lens
  • Student portraits of multilingual learners’ experiences
  • Accessible answers to essential how-to questions
  • Robust professional learning activities
  • Access to print and online resources for additional information

Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.  

Author(s)

Author(s)

Andrea Honigsfeld photo

Andrea Honigsfeld

Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. 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 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), 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-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), 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 (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers.

Maria G. Dove photo

Maria G. Dove

Maria G. Dove, Ed.D, is currently a Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. Prior to working in higher education, she spent over thirty years as an English-as-a-second-language teacher in public schools and adult English language programs. She is well-known for her professional development work across the United States, focusing on culturally and linguistically diverse students. Dove's work has led her to publish books, articles, and chapters on collaborative teaching practices and instructional strategies for English learners. In collaboration with Andrea Honigsfeld, she has co-authored four best-selling Corwin Press books including Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019).
Audrey Cohan photo

Audrey Cohan

Dr. Audrey Cohan is the Senior Dean for Research, Scholarship, and Graduate Studies at Molloy University, Rockville Centre, New York. She has been at Molloy University for twenty-nine years during which time she served as Professor, Chairperson of the Education Department, and Interim Dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate, graduate, and doctoral programs. She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book, published in 1995, was titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators. This co-authored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan co-edited a five-volume Breaking the Mold series about educational innovation with Dr. Andrea Honigsfeld and has published numerous peer-reviewed articles about English language learners. The textbook published in 2016, Serving English Language Learners earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other co-authored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America’s Peace-minded Educator: John Dewey (2016), Team Up, Speak Up, Fire Up! Educators, Students, and the Community Working Together to Support English Learners (2020), and From Equity Insights to Action (2022). While at Molloy University, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Molloy University Research Award, and the Distinguished Service Award.

Carrie McDermott Goldman photo

Carrie McDermott Goldman

Carrie L. McDermott Goldman, Ed.D., is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL. She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators. Throughout the pandemic, she also created and implemented an online teaching mentoring program.

She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, “Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners,” co-authored chapter with Andrea Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); “Positive outcomes for ELs in an Integrated Social Studies Class,”co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020);Classroom Management for Culturally and Linguistically Diverse Learners” co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) andPreparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and “Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction” co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and “Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class” (2021) in New York State ASCD Impact Journal.

Table of Contents

Table of Contents

Acknowledgments


About the Authors


About the Illustrator


CHAPTER 1. ESTABLISH YOUR WHY

THE URGENCY

WHO ARE MULTILINGUAL LEARNERS?

WHAT IS EQUITY?

HOW THIS BOOK GUIDES EQUITY WORK FOR MLS

CHAPTER ORGANIZATION

WHY EVERY EDUCATOR SHOULD READ THIS BOOK

REFLECTIONS AND ACTIONS

KEY RESOURCES

CHAPTER 2. AMPLIFY THE TALENTS, SPIRITS, AND PERSONAL POWERS OF MLS


THE URGENCY

TALK WITH AND LISTEN TO YOUR STUDENTS

STUDENT PORTRAITS

LOOKING BACK, LOOKING AHEAD

AMPLIFY MLS’ TALENTS, NURTURE THEIR GIFTS, AND UPLIFT THEIR SPIRITS

MULTILINGUAL CONSCIOUSNESS: A PATHWAY TO EQUITY

EQUITY MOVES TO BOLSTER STUDENTS’ TALENTS

BRIDGES TO EQUITABLE PRACTICES: INFUSING THE SPIRIT OF LEARNING

EQUITY IN ACTION

PARTING THOUGHTS

REFLECTIONS AND ACTIONS

KEY RESOURCES

CHAPTER 3. RECALIBRATE THE CURRICULUM TO ACCELERATE LEARNING FOR MLS

THE URGENCY

STUDENT PORTRAITS

LOOKING BACK, LOOKING AHEAD

RECALIBRATING THE CURRICULUM

TALK WITH AND LISTEN TO YOUR STUDENTS

EQUITY IN ACTION

PARTING THOUGHTS

REFLECTIONS AND ACTIONS

KEY RESOURCES

CHAPTER 4. TEACH AND ASSESS TO BUILD STUDENT AUTONOMY, AGENCY, AND RESILIENCE

THE URGENCY

STUDENT PORTRAITS

LOOKING BACK, LOOKING AHEAD

LET’S TEACH THE WAY STUDENTS LEARN

LET’S TEACH THE WAY STUDENTS CAN SUCCEED

EQUITY-INFORMED, INTEGRATED APPROACHES TO PLANNING INSTRUCTION FOR MLS

TALK WITH AND LISTEN TO YOUR STUDENTS

EQUITABLE ASSESSMENT PRACTICES

EQUITY IN ACTION

PARTING THOUGHTS

REFLECTIONS AND ACTIONS

KEY RESOURCES

CHAPTER 5. HARNESS THE POWER OF CONNECTIONS AND RELATIONSHIPS

THE URGENCY

STUDENT PORTRAITS

LOOKING BACK, LOOKING AHEAD

OUR CONNECTED RESPONSIBILITY TO STUDENTS

SOCIAL-EMOTIONAL LEARNING IN SUPPORT OF EQUITY

STRATEGIES FOR BUILDING CONNECTIONS IN THE CLASSROOM

STRATEGIES FOR BUILDING CONNECTIONS BEYOND THE CLASSROOM

TALK WITH AND LISTEN TO YOUR STUDENTS

EQUITY IN ACTION

PARTING THOUGHTS

REFLECTIONS AND ACTIONS

KEY RESOURCES

References and Further Reading


Index


Reviews

Reviews

Price: $32.95
Volume Discounts applied in Shopping Cart

Review Copies

This book is not available as a review copy.