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
African American boys are not homogeneous in nature. Consequently, Read and Succeed: Practices to Support Reading Skills in African American Boys begins by identifying a host of potential factors that contribute to reading disengagement and under-achievement in African American boys in P-5 contexts. This book presents and discusses a multi-strategic framework for teachers, administrators, librarians, and parents to implement collaboratively to combat this issue. Read and Succeed additionally provides valuable and practical resources for teachers, administrators, and other school officials to use to increase reading engagement and achievement in African American boys.
Critical multicultural analysis provides a philosophical shift for teaching literature, constructing curriculum, and taking up issues of diversity and social justice. It problematizes children’s literature, offers a way of reading power, explores the complex web of sociopolitical relations, and deconstructs taken-for-granted assumptions about language, meaning, reading, and literature: it is literary study as sociopolitical change.
Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature. Each chapter includes recommendations for classroom application, classroom research, and further reading. Helpful end-of-book appendixes include a list of children’s book awards, lists of publishers, diagrams of the power continuum and the theoretical framework of critical multicultural analysis, and lists of selected children’s literature journals and online resources.
Immigration is an ongoing, global phenomenon and schools and teachers in host countries must continually find new ways of working with the increasing numbers of immigrant pupils, including refugees and asylum seekers. Language and literacy are crucial for inclusion in a new context but these must be developed in spaces where these children feel safe to explore themes that resonate with their experiences; to express their understanding and to engage in intercultural exchange.
Visual Journeys Through Wordless Narratives presents the exploration of response strategies to Shaun Tan's The Arrival. The inquiry was carried out in educational settings, with children from many different parts of the world, in four host countries: the UK, Spain, Italy and the USA. The findings reveal the benefits of using wordless narratives such as picturebooks and graphic novels together with visual strategies to support immigrant children's literary understandings and visual literacy. They also reveal the wealth of experiences the children bring with them which have the potential to transform educational practices.