Table of Contents

Introduction Using Your Authentic Voice Through Language, by Camacia Smith-Ross

Acknowledgements

Chapter 1Beyond the Strategies: Supporting English Language Learners, by David Parker

Chapter 2Negotiating Possibilities for Teaching English Learners: A Critical Conversation Between Language Separation and Translanguaging, by Kevin Donley

Chapter 3Improving Mathematics Outcomes for English Language Learners Through Implementation of the Elementary Mathematics Initiative, by Cliff Chestnutt and Andrea Smith

Chapter 4Evolving the Language We Use: Interrupting Deficit Narratives About Multilingual Learners and Emergent Bilingual Students, by Leah M. Mortenson

Chapter 5English Language Bilingualism, by Judith A. Orth and Kathleen M. Hargiss

Chapter 6Positioning English Language Learners for Mathematical Success, by Erin Smith

Chapter 7Educational Journeys: Youth Voices as the Impetus for Social Justice Curriculum in Latinx Multilingual Classrooms, by Rubén A. González

Chapter 8Linking Multicultural Education With Best Practices for Multilingual Students, by Renee Shank and Lin Wu

Chapter 9Beyond Language: A Sociocultural Approach to K–12 English Language Teaching and Learning, by Immaculée Harushimana

Chapter 10Becoming “Talent Scouts”: Identifying Gifted Potential in English Learners, by Holly D. Glaser and Erica C. Meadows

Chapter 11Introducing Translanguaging as Pedagogy: Unpacking Preservice ESL Teachers’ Language Ideologies and Practices, by Nuo Xu and Verónica E. Valdez

Chapter 12Characteristics of English Language Learners, by Nan Li and Courtney A. Howard

Chapter 13A Need for Taiwanese Indigenous Immigrant Literature, by Hsiao-Ching Lin and Antonette Aragón

Chapter 14Lessons and Transformations From the Borderlands: Preparing Educators to Support Emerging Bilinguals, by Michele L. McConnell and Kelly Metz-Matthews

Chapter 15Strategies for Moving From Learning English, Bilingual Education to a More Inclusive Multilingual Education, by Georgina Y. García and Jan Perry Evenstad

Chapter 16Real Teachers Teaching Real Students: Where Theory Meets Practice—Learning English in Secondary Schools, by Glori Hodge Smith

Chapter 17Creating Social Change for English Language Learners by Improving Access to Grade-Level Instruction, by Charity Funfe Tatah Mentan, Darrell Peterson, Yi-Chen Wu, Kristin Kline Liu, and Kym O’Donnell

Chapter 18Binds and Unravels: Science Teachers Deepening Learning for English Language Learners, by Analis Carattini-Ruiz

About the Contributors

About the Editors

About the Author

Ashraf Esmail is an associate professor and program coordinator of criminal justice at Dillard University. He is the Director for the Center for Racial Justice and Barron Hilton Criminal Justice Endowed Professor.

Abul Pitre is professor and department chair of Africana Studies at San Francisco State University. He was appointed Edinboro University’s first named professor for his outstanding work in African American education and held the distinguished title of Carter G. Woodson Professor of Education.

Alice Duhon Ross is a core faculty for the Richard W. Riley College of Education at Walden University. She is a career educator with over thirty years of teaching in higher education and is a Nationally Board-Certified Counselor and National Board-Certified School Counselor.

Judith Blakely is an educational specialist. She is certified in multiple states as a school superintendent, school administrator (pre-K-12 principal), and director of special, bilingual, and gifted education.

H. Prentice Baptiste is a Regents and Distinguished Achievement Professor, and in 2014 was awarded the first College of Education, Diversity Award at New Mexico State University.

Reviews

This book provides strong, diverse context that supports educators in driving theory to practice when engaging with English Language Learners. It unpacks where these students have been, where they are, but more importantly, where they can go when educators have cultivated the desperately needed knowledge, skillsets, and dispositions for advancing equity for this group of learners.
*Jancarlos Wagner-Romero, Assistant Professor of Global and Multicultural Education, University of Wisconsin – La Crosse*

As a practitioner who has worked with English Learners (ELs) for 25+ years, this collection of essays is extremely helpful for all who engage in this field to help build their knowledge, skills, and dispositions in creating educational spaces where ELs can thrive and succeed. The authors remind us that when we work with ELs we need to include strategies such as culturally sustaining pedagogy, translanguaging (equity in language), eliminating deficit biases towards minoritized students, assisting students to critically analyze their experiences, understand and know all ELs (the whole child), and how to achieve success for ELs in different content areas that are relevant, engaging, and develops critical thinking. There is valuable and timely information in each of these articles that will help all educators to transform the educational experiences of English Learners.
*Charlene Lui, executive director, National Associate for Multicultural Education*

Ranging from theoretical explorations to methodological and empirical elaborations, this collection demonstrates the breadth of contemporary social change perspectives in the discipline. The essays confirm the importance of social change perspectives to English language learning and learners. It will be an engaging and insightful text for readers new to and familiar with social change perspectives and English language learners and learning.
*Lisa Zagumny PhD, professor and dean, College of Education, Tennessee Tech University; President National Association for Multicultural Education*