Culturally Proficient Practice
Supporting Educators of English Learning Students
- Reyes L. Quezada - University of San Diego, USA
- Delores B. Lindsey - California State University, San Marcos, USA
- Randall B. Lindsey - California State University Los Angeles, USA
Foreword by Donaldo Macedo
Bilingual/ELL Learners | Diversity | School Culture & Climate
Help your English learning students achieve academic success!
U.S. demographics are quickly shifting, and it is more important than ever to reach and teach English learning students. Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators' ability to effectively teach English language learners. This book features:
- Activities that build core Cultural Proficiency skills and promote personal transformation
- A chapter-by-chapter rubric for working effectively with English learning students
- A conversation-starting case story featuring the River View School District
- Strategies for using action research to improve the success of English learning students
By focusing on Cultural Proficiency—and the underlying causes of EL achievement gaps—educators can uncover ways to break down academic barriers and use students' cultural background as educational assets.
"This is a valuable resource for staff developers creating culturally proficient learning environments to close the achievement gap. This work focuses on English learning students with the same 'inside out' approach as the authors' previous work. A perfect asset for a professional learning community book study!"
—Linda Fisher, Staff Development Coordinator
Lincoln Unified School District, Stockton, CA
"The book provides the school leader with the tools to engage themselves and others in making English learning students a priority. It is a must read for educators to get those hard and healthy conversations started and to examine our school practices and policies."
—Lori Henderson, Assistant Superintendent of Educational Services
“An excellent guide for a school district working to improve instruction for English learners by promoting the cultural proficiency of teachers, administrators, and paraprofessionals. The book provides a succinct overview of historical issues related to the education of English learners. In addition, it employs a model that can be used with school staff as educators engage in a process to consider how they are educating these students and how they might improve on their practice. An important and valuable feature of the book is the use of a case study of a school district as it engages in such a self inquiry process.”
“The book provides compelling rationale for working to improve instruction for English Learners and offers practical advice to new teachers, administrators and paraprofessionals.”
“The book provides the school leader with the tools to engage themselves and others in making English learning students a priority. It is a must read for educators to get those hard and healthy conversations started and to examine our school practices and policies. It is about intentional change for the benefit of all our students.”
"Cultural Proficient Practice: Supportive Educators of English Learning Students provides a valuable resource for staff developers who are on the journey of creating culturally proficient learning environments to close the achievement gap. This work narrows the focus to English learning students with the same 'inside out' approach as the authors' previous work. As the reader reflects with 'mindfulness' you actually feel like you are in a workshop with the authors themselves! A perfect asset for a professional learning community book study!
"This book offers a unique set of tools for teachers and administrators, encouraging them to work cooperatively in identifying negative 'institutionalized' beliefs that are barriers to creating healthy teaching practices and cultural competency. The authors have creatively included a historical background on English Learner issues, frameworks, rubrics, and vignettes that invite educator participation. The authors offer a comprehensible plan of action for schools, administrators, and teachers to become culturally competent in order to most effectively work with English Learners AND each other."
“Simply, the imaginary monocultural mainstream simply does not exist anymore. This important book sets the stage for us to teach about, through, and with cultural and linguistic diversity—our own and that of our students and colleagues. It is a valuable and practical resource for teacher education.”
"With today's diverse classrooms, an understanding of the socio-cultural factors that influence student success is foundational to creating environments that encourage high levels of academic achievment and well-being for all learners. Through a structure of inquiry and reflective application of the tools of cultural proficiency, this engaging book provides practical strategies for building an asset based approach to meeting the academic and social needs of English learning students.
"Culturally Proficient Practice: Supporting Educators of English Learning Students is not only a timely book that lovingly challenges educators to understand what it means to be culturally proficient, but it also comprehensively provides a wealth of information regarding the history of English learners’ (mis)education as well as past and current educational and language teaching practices. Without a doubt, this comprehensive text is a much needed addition to the professional development literature on English learner education!"
"As an English learner myself, I was pleased that the authors clearly articulated through cultural proficiency the importance of valuing the whole student, seeing the student’s language, culture, and community, not as a barrier, but as an asset with which to build academic and social success. It is through understanding of self and others that we begin to see the true potential of our youth."
"Through the unique use of dialogue and critical reflection, school district faculty and staff, as well as university teacher educators, will experience an exhilarating journey through various phases of cultural proficiency development that they need to inform their approach to curriculum, instruction, and assessment. More importantly, the book brings us an awareness that English learning strudents have a cultural capital that we must recognize, honor, and utilize as a powerful instructional resource!"