New for the Second Edition:Teaching strategies and tools based on the most current knowledge in the field. Authentic classroom artifacts that have been collected from teachers across the country. Glossary of key terms providing an auxiliary resource for current readers and for future applications of content in professional practice. Reorganized features with new icons providing a more user-friendly text for practitioner and classroom use. Updated excerpts from grade-level classroom teachers clarifying practice with CLD students and families. Additional planning and instructional aids available for free at www.tcpress.com.
Grounded in the latest theory and with more user-friendly features, the Second Edition of Biography-Driven Culturally Responsive Teaching will help educators to reflect on their assumptions and perspectives, integrate best practices, and accelerate CLD students’ academic learning.
“Socorro Herrera does a masterful job of mediating multicultural education theory and practice, specifically for culturally and linguistically diverse students, in Biography-Driven Culturally Responsive Teaching.”
—From the Foreword by Geneva Gay, University of Washington, Seattle
Drawing on current research about how the brain works, second language acquisition, and classroom communities, this user-friendly resource features:
Filled-in samples of student work that provide evidence of what is possible.
Teacher-to-teacher voices highlighting successful applications in secondary classrooms.
Teaching tips to accompany every strategy.
Templates for vocabulary-building student artifacts.
Socorro G. Herrera is a keynote speaker, district consultant, trainer of trainers, professor at the College of Education, Kansas State University, and author of the bestselling book, Biography-Driven Culturally Responsive Teaching. Shabina K. Kavimandan is a SIOP mentor and Literacy/ESL coach as well as a project manager and instructor at the College of Education, Kansas State University. Melissa A. Holmes is an instructor and program coordinator at the College of Education, Kansas State University, whose work emphasizes academic literacy development with secondary and post-secondary learners.
“These rich, actual lessons and activities lead us toward an ideal learning environment where everyone in the classroom is both educator and student. Herrera, Kavimandan, and Holmes significantly expand the model of culturally and linguistically diverse teaching by sharing the ingenuity of educators who are successful in maximizing the use of students’ cultural and linguistic backgrounds in the vocabulary and language learning process.”
—Anne H. Charity Hudley, Associate Professor of English and Linguistics and William and Mary Professor of Community Studies, The College of William and Mary
“This book provides a much-needed framework for enhancing the academic, cognitive, and linguistic development of CLD students from a holistic perspective. The framework presented by the authors offers content-area literacy strategies that empower both teachers and students and give them important voice in the learning process.”
—Katya Karathanos, Assistant Professor, Secondary Education, San Jose State University
“The authors have created a ‘recipe for success’ with their step-by-step instructional routines to create learning community through a partnership between learners and teachers. Students are empowered to share their own unique perspectives, background knowledge, and independent thinking on academic vocabulary and content learning. Their input throughout the instructional process is valued and honored.”
—Judith B. O'Loughlin, Education Consultant and Teacher Trainer, Language Matters Education Consultants, LLC
“Meeting the needs of your English language learners is enhanced tremendously by Herrera, Kavimandan, and Holmes in their new teacher education text. It offers a wealth of practical strategies for enhancing student instruction through building vocabulary and fluency and comprehension while attending to students’ unique biographies.”
—Cheryl J. Serrano, Professor of TESOL Education, Flagler College, St. Augustine, Florida
"Accelerating Literacy for Diverse Learners provides teachers a powerful framework to guide their decisionmaking processes in support of their students’ sociocultural, linguistic, cognitive, and academic biographies. The book presents a varied set of strategies that actively engage students in communicating, displaying, sharing, analyzing, reflecting on, and using their own understandings to develop new understandings and gain access to a high-quality curriculum."
—Ester J. de Jong, EdD, professor, University of Florida, and 2017-18 President of TESOL
Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133832228 .
This guide gives current and future educators practical help for rediscovering the value, potential, richness, and adventure of a diverse classroom—while developing the capacity to professionally address the differential learning and transition needs of culturally and linguistically diverse (CLD) students. Ideal for pre- and in-service teachers, district and building administrators, school specialists, and paraprofessionals, it presents the latest tools, procedures, strategies, and ideas for ensuring effective teaching and learning for students of any native language. Included are new ways to reach and maximize relationships with parents, caregivers, and extended family members by partnering with them in appropriate pedagogical practices. The new Third Edition of Mastering ESL/EF Methods includes illustrated concepts; global connections; tips for practice in the EFL classroom; a revised framework for the conceptual definitions of approach method, strategy, and technique; an expanded Glossary; interactive video links; a revised discussion of dual language programs; and an overview of program model effectiveness. The Enhanced Pearson eText features embedded video.
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A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today’s K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions. Written from the perspective of a differential lens on assessment practices for CLD students, the book focuses on the student as the driving force behind its narrative and organization and examines the Who, Where, What, When, and How of using appropriate assessment practices with CLD students.