Education of bilingual or multilingual students Books

Book SynopsisBring classroom content to life for multilingual learnersIn this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first editionauthentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areasthis is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms.With fresh graphics and eye-catching colors, this thoroughly revised edition also includes: Considerations for newcomers and students with interrupted or no formal education (SLIFE) An added chapter on building scaffolded instruction and peer learning opportunities into MLs' academic reading and writing ac

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Book SynopsisTable of ContentsIntroductionI. Internationalization in a Global Context1. The Importance of Increasing Our Investment in International Education2. Internationalizing Education as We Move Deeply into the 21st Century3. What's Happening to the World?4. Going, Golden, Gone? Internationalization's Past, Present, and Future5. The Globalization of Internationalization?6. Why International Education: Recent Past, Present, and Future7. The Broadest Possible EducationII. Legacies of Title VI, Area & Global Studies8. In Praise of Title IV9. The Political Economy of International Education in the United States10. Area Studies in the Light of New Theoretical and Global Developments11. The Future of International Studies and Area Studies12. Global Education for Generation ZIII. Languages13. Priorities in Language Study: Campus Trends, Future Needs14. Ensuring U.S. National Capacity in World Languages and Cultures for the 21st Century15. Myaamiaataweenki: The Myaamia Language16. How and Why to Promote Multilingualism in U.S. Schools17. International Education: Just a Fancy Idea for a Few, or a Vital Component of Higher Education and of Our Future?VI. Internationalization in Practice18. From International to Global: Rethinking Worldwide Engagement19. Global Education, Educating Globally20. Growing Global Competence in the Midwest21. A View from Somewhere22. Lessons from History... Made in IndianaV. Crossroads: Agencies, Mechanisms, and a Nation23. Reflections on Title VI from a National Perspective24. U.S. Department of Education International and Foreign Language Education Programs25. International Education and Exchanges Offer Effective Education Diplomacy for the United States26. Foreign Language and International Education—A Critical Requirement: A Practitioner's ViewIndexList of Contributors

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Book SynopsisThis unique publication brings together scholarship from both sides of the Atlantic, focusing on the central questions that shape the field of multicultural education. It offers the reader a great opportunity to achieve a real grasp of the subject, facilitating understanding and articulation of key debates, and making important topics, concepts and theories accessible to a broad audience.The Reader is divided into four sections, covering the ideas that are at the core of contemporary multicultural education; theories, identities, practices and methods. The first section covers some basic conceptual territory and discusses key ideas including ''race'', ''multiculturalism'' and ''anti-racism''. The second section draws together writing that focuses explicitly on the question of identities, examining the meaning of ''race''. In the third part, the articles look at life inside multi-racial classrooms and consider how racialised and racist processes operate on a day-to-day leveTable of ContentsPart 1: Theories: Making Sense of Race, Racism and Education 1. On the Theoretical Status of the Concept of Race 2. Race, Knowledge Construction, and Education in the USA: Lessons from History3. Anti-Racism: From Policy to Praxis 4. Just What is Critical Race Theory and What's It Doing in a Nice Field like Education?Part 2:Identities: Race, Ethnicity, Class, Gender, Sexuality 5. Dysconcious Racism: Ideology, Identity, and the Miseducation of Teachers7. Identity Traps or How Black Students Fail: The Interactions between Biographical, Sub-Cultural, and Learner Identities 7. Loose Canons: Exploding the Myth of the 'Black Macho' Lad 8. The Souls of White Folk: Critical Pedagogy, Whiteness Studies, and Globalization Discourse Part 3: Practices: Life in School 9. Good, Bad, and Normal Teachers: The Experiences of South Asian Children 10. How White Teachers Construct Race 11. Critical Multicultural Education and Students' Perspectives12. Black Women in Education: A Collective Movement for Social Change Part 4: Methods: Doing Critical Research 13. Between Neo and Post: Critique and Transformation in Critical Educational Studies 14. The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children 15. The Myth of Neutrality in Educational Research 16. The Power to Know One Thing is Never the Power to Know All Things: Methodological Notes on Two Studies of Black American Teachers

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Book SynopsisSenem is a Turkish woman living in the United States while adapting to a new language and new customs. She is forced to face challenging situations when her son is kidnapped and when she finds out about a natural disaster back in Turkey. With the help of family and friends, Senem is able to find the strength to make it through the tough times.

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Book SynopsisThis book covers the relevance of theories on language analysis to TESOL, showing students how to understand and evaluate TESOL methodology, curriculum, and materials in terms of theories including conversation structure, ideology and power.Table of ContentsChapter 1 - Introduction; Chapter 2 - Corpus Linguistics; Chapter 3 - Global Englishes (Nicola Galloway and Eleni Mariou); Chapter 4 - English across Cultures (Kenneth Fordyce and Florence Bonacina); Chapter 5 - Context and Registers (Kenneth Fordyce); Chapter 6 - Exchange Theory and Conversation Analysis; Chapter 7 - Speech Act Theory and the Cooperative Principle; Chapter 8 - Politeness Theories; Chapter 9 - Conclusion.

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Book SynopsisLanguage in Context for TESOL explores the many uses of English around the world, focusing on the way that meaning can be context-dependent and often implied. Covering basic approaches to linguistic analysis such as Conversation Analysis and Exchange Structure, Speech Act Theory, The Cooperative Principle and Politeness Theories, and using authentic language as it occurs in everyday life, this volume guides the reader towards an understanding of ELT methodology, curriculum, courses and materials in terms of Global Englishes, and how these findings can be applied to English Language Teaching.Filled with tasks that can be carried out individually or in small groups, as well as independently outside the classroom, Language in Context for TESOL takes into account the variations in physical and economic conditions in ELT classrooms worldwide. Tasks include examples from classrooms around the world, encouraging comparisons across cultures and guiding readers as they adapt suggestions to their own educational requirements.

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Book SynopsisIntroduces core concepts in methods and teaching approachesCovering core topics from vocabulary and grammar to teaching, writing speaking and listening, this textbook shows you how to link research to practice in TESOL methodology. It emphasises how current understandings have impacted on the language classroom worldwide and investigates the meaning of ''methods'' and ''methodology'' and the importance of these for the teacher: as well as the underlying assumptions and beliefs teachers bring to bear in their practice. By introducing you to language teaching approaches, you will explore the way these are influenced by developments in our understanding of language, learning technologies, learners, and their socio-cultural world.Three main areas in TESOL methods are covered: the impact of learner needs, context and culture on language, learning and teaching approaches; knowledge of language and its impact on methods, from the word to whole texts; and multiple literacies and competences for the modern world, including academic literacy and web literacy, socio-cultural and intercultural competence. The impact on teacher choices and methods of World Englishes, approaches to grammar, and learner development is also discussed. Each chapter illustrates core principles in practice using case studies of English teaching worldwide. Guided tasks, including article critique, case study analysis, and small-scale classroom research, prepare you to engage critically with research literature and use this analysis to inform your own practice.Table of Contents1. The meaning of methods; Section One: Methods and the language learner; 2. Learning theories and methods; 3. The place of the learner in methods; Section Two: Methods and language; 4. Grammar in methods; 5. Vocabulary in methods; 6. Teacher knowledge and the four language skills: understanding written and spoken language in the 21st century world; 7. Methods and principles for integrating the four skills: reading, writing, speaking and listening; Section Three: The World in the Classroom; 8. Multiple literacies: professional, academic and web literacies in methods; 9. Cultural competences in methods; 10. Windows into TESOL classrooms: where are we and where are we going?

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Book SynopsisHow to link research to practice in TESOL methodology? This textbook helps trained TESOL teachers to understand both qualitative and quantitative research methods. It proposes that mixed methods research (MMR) meets that need by combining the best aspects of both research traditions.Table of ContentsSection I: Getting Research Started; 1. Introduction to Research; 2. Starting Research Projects; 3. Gathering, Compiling, and Coding Data; Section II: Analyzing Research Data; 4. Analyzing Quantitative Data; 5. Analyzing Qualitative Data; 6. Analyzing MMR Data; Section III: Presenting Research Studies; 7. Presenting Research Results; 8. Writing Research Reports; 9. Disseminating Research; 10. Conclusion.

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Book SynopsisTeaching English as a Second or Other Language (TESOL) is a multifaceted academic discipline requiring training in linguistics, language acquisition, language pedagogy, testing and research, curriculum and syllabus design, program administration, and cross-cultural communication. This title addresses an identifiable subfield within TESOL.

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Book SynopsisAn examination of the role that race plays in the lives of students at a multiracial U.S. high school.Trade Review"Learning Difference is exceptionally good school ethnography. Staiger brings hidden forces to the surface that are not easily seen in classrooms and schoolyards but that nevertheless seethe through the ways in which different racial groups fashion their relations with schooling and one another. This book is a must read for anyone interested in how race is actually constructed and played out in public high schools." -- American Anthropologist"American schools are a battleground of diverse issues—busing, unequal access to resources, multicultural education and bilingual classes, gangs, and declining property values. Underlying all of these is the issue of race. Thank goodness for Annegret Staiger, who is not afraid to shine a bright light on the social conflicts our children navigate every day. Learning Difference digs deep into the lives of high school students of different backgrounds to explore how they live together and apart, managing friendship and animosity, challenged by well-meaning but misguided school policies. This book should be required reading in every teacher-training degree, and placed on the desk of every principal." -- Kevin Bales, President * Free the Slaves *"A savvy ethnographer, Staiger reveals the social contours of an urban high school with no racial majority. Here black, white, Latino, and Asian adolescents aggressively use race and gender as tools to define identities and groups across multiple school spaces. Viewed by outsiders as harmonious, this school seethes with strong divisions and alliances among racial groups jockeying for position in a familiar white-to-black hierarchy. Concealed behind color-blind talk, societys racial stratification system replicates itself in an internal segregation of gifted and at risk students. If schools are testing grounds for social justice and equality, this one is more failure than success." -- Joe R. Feagin * Texas A & M University *Table of ContentsContents List of Figures and Tables xxx @toc4:Acknowledgments xxx @toc2:Chapter 1 Introduction 1 Chapter 2 Newtown, Its Communities, and Roosevelt High School 000 Chapter 3 "Gifted Whites" and "At-Risk Blacks"--The Educational Organization of Racial Differences 000 Chapter 4 Race Politics in the School Yard: Alliances, Dominance, Subordination 000 Chapter 5 Performing Manhood through the Race Matrix 000 Conclusion 000 @toc4:References Cited 000 Notes 000 Index 000

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Book SynopsisImproving the educational success of the children of Mexican immigrants is crucial to the future prospects of these children as well as to the American population at large. This book documents how various aspects of these children's lives help or hinder their learning in elementary school.Trade Review"This study provides a valuable new perspective on the degree to which the effects of immigrant status are limited by socioeconomic status in Mexican immigrant families." -- CHOICE"Insightful, analytically sophisticated, and beautifully written, Mexican Roots, American Schools provides rich insights into characteristics of children and the contexts of development that serve to influence their transitions into elementary school. Highly recommended for anyone interestedin understanding critical intervention points that could better the educational trajectories of Mexican-origin children." -- Carola Surez-Orozco * Steinhardt School of Education, New York University, author of Children of Immigration *"With immigration across the Mexican border at the center of national policy debates, it is appropriate that someone ask "what of the children?" Crosnoe's book focuses a spotlight on the family and school conditions of Mexican immigrant children. If nothing changes, the patterns documented in Mexican Roots anticipate deepening inequality in our society and challenges for Mexican immigrant children, their families, and their communities. But Crosnoe's message also is a hopeful one. Mexican Roots is a good, if sobering, read, recommended to anyone interested in the well-being of immigrant children specifically or in understanding schools as an engine for social mobility more generally." -- Karl Alexander * Johns Hopkins University *"Immigration is transforming the race-ethnic landscape of American schools, and the children of Mexican immigrants are the leading edge of this change. Their success in school and the resulting opportunities in adulthood will have profound implications across American society. This book is likely to become the classic study on the determinants of school achievement among young children of Mexican immigrants." -- Donald J. Hernandez, University at Albany, SUNY, Former Special Assistant * U.S. Bureau of the Census *Table of ContentsContents Acknowledgments 1. American Dreams for a New Generation 2. Studying Children from Mexican Immigrant Families 3. Looking at Three Domains of Child Development 4. Exploring Three Contexts of Child Development 5. The High Stakes of Early Learning in Math 6. What Have We Learned? 7. Where Do We Go From Here? Epilogue Appendix Notes References Index

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Book SynopsisDrawing provides opportunities for children to communicate their thoughts even when they do not have the vocabulary or the English proficiency to fully explain their ideas. This practical guide presents foundational information on the role of drawing in vocabulary development.Table of Contents Contents Acknowledgments  vii Introduction  1 The Power of Guided Drawing  2 The Promise of Guided Drawing  3 Organization  4 1.  Changing Landscapes of Early Childhood Classrooms  6 Push-Down Pressures  7 Increases in Linguistic Diversity  8 Demographics of Multilingual Learners  10 Supporting Multilingual Learners in Early Childhood Settings  11 Supporting Children's Home Language(s)  12 Supporting English Language Acquisition  13 What Is Guided Drawing Anyway?  14 2.  Growing Language Purposefully  18 The Importance of a Strong Language Foundation  19 Growing Language in Preschool  25 Language-Building Dispositions  25 The Case for Content-Rich Instruction  33 Strategies That Build and Extend Children's Knowledge of the World  34 Use Instructional Routines That Deepen Children's Knowledge  38 3.  Guided Drawing: Definitions, Purposes, and Processes  50 Defining (and Refining) Guided Drawing  51 Instructional Features of Guided Drawing  52 Learning Through the Guided Drawing Process  58 Looking Back and Ahead  68 4.  "I'm Gonna Draw a Bumblebee"  69 More Than Mark Making  69 Drawing Defined  70 Drawing Development  72 Why Children Draw  75 Challenges Faced During Drawing  83 Looking Ahead  87 5.  "He Have a Thorax?"  88 Purposeful, Planful, Thoughtful Instruction  89 Building Teacher Knowledge: Why It Matters  107 6.  Planning in Action—Leading With Language  110 Purposeful Instruction: What Should Our Learners Know About Frogs and Toads?  112 Planning to Teach Frog and Toad Content Explicitly  117 Teaching Content Explicitly  119 Determining What Was Learned  141 Thoughtful Reflections on Learning and Teaching With Guided Drawing  143 Conclusion  148 Children's Media Referenced  153 References  155 Index  171 About the Authors  181

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Book SynopsisTalks about the relationship between self-esteem and student achievement.

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Book SynopsisOffers more than 100 activities using dialogues, role plays, games, and audiovisual aids to practice conversation, oral presentations, and interviewing; as well as the subskills of grammar, vocabulary, pronunciation, and interaction.

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Book SynopsisThis volume demonstrates how multilingual schooling can enhance democracy through a connection with the policies and practices of critical education.With its in-depth analysis of real schools that focus on the dual emphases of multiculturalism and integration, this book offers a comparative look at educational and political controversies over race, citizenship, and societal power relations. The authors describe the ambitious goals and critical multicultural and bilingual education strategies used at these schools, and, in doing so, they highlight how the challenges involved relate to larger theoretical issues that are inherent to a critically multicultural and bilingual education.This book examines what a truly critical multicultural and bilingual education means and what it requires of those who are intimately connected with these processes. As such, it will be important reading for those studying, teaching, or researching in Sociology of Education, Multicultural EducTable of ContentsChapter 1: Introduction Chapter 2: Education for Democracy Chapter 3: A History of Segregation and Inequalities in Milwaukee Chapter 4: La Escuela Azul Chapter 5: Ongoing Challenges for a Bilingual, Multicultural, Antiracist School Chapter 6: Israel/Palestine: Segregation, Marginalization, and Control of Arab/Palestinians in Israel Chapter 7: Palestinian-Jewish Education Chapter 8: Critical Consciousness-Raising in a Palestinian-Jewish School Chapter 9: Continuing Struggles, Shared Efforts, and Contradictions Chapter 10: Conclusion Appendix

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Book SynopsisWhat are some lessons learned from the pandemic?We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.Above all, we learned that the normal many of us have yearned for wasnevergood enoughthat we must envision a better world, where we build on our multilingual students' unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.It's this better world, a world in which communities, schools, and classrooms work together as a whole-child ecosystem,Beyond Crises:Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classroomssets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderón, and Margo Gottlieb address three critical arenas:1.Imagining Communitiesdescribes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member's assets and competencies, and the ways recent crises have amplified their struggles.2.Imagining Schoolstakes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.3.Imagining Classroomsdemonstrates how to optimize learning opportunitiesboth virtual and face-to-faceso our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.Student and family, classroom, school, and local community are not silos unto themselves, Debbie, Margarita, and Margo insist. They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. By forming stronger alliances, we can realize the power of truly working, socializing, and flourishing together.Beyond Crisesis the first critical step forward.Trade Review"This timely and unique volume from Zacarian, Calderón, and Gottlieb, three of the most renowned masters in the field of teaching culturally and linguistically diverse students, spotlights the critical need for collaborative relationships between communities, schools, and classrooms to engage in advocacy for equitable educational opportunities for all learners. It guides the reader through a journey of reflection by making connections to one’s own experiences with relationship building as well as identifying action steps to strengthen partnerships. It also invites the reader to imagine ways to be open to change and make things happen! This book is a must read for anyone who works with this special student population." -- Maria Dove"Through witnessing the pandemic’s detrimental effects on English learners, I’m left grasping for a silver lining. I need to know how to make sense of what has happened, to learn from the challenges and heartbreak, and to thoughtfully move forward. Beyond Crises comes at just the right time. Through compelling student stories, anecdotes from fierce advocates, and spot-on reflection questions and tools, the authors guide us to reimagine education for ELs." -- Diane Fenner"Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms is just the resource administrators, instructional leaders, and educators in all walks of life need! This timely book by the powerful trio--Debbie Zacarian, Margarita Calderón, and Margo Gottlieb--is destined to pave the way for imagining and re-imagining our communities, schools, and classrooms in a post-crisis world. Their unapologetic call-for-action is to overturn racial, cultural and linguistic inequities—this book will show you how!" -- Andrea Honigsfeld"What a superb and relevant discussion of how we as educators and servants can take our colleagues, our students and their families to the next level. Debbie, Margarita, and Margo have done a great job combining practical, critical practices, and partnerships with perfect examples of why we as educators do what we do. You’ll want to buy two, one for yourself and one to share." -- Shawn Slakk"By using voices from communities, schools, and classrooms, Beyond Crisis re-envisions how systems can move away from deficit-based paradigms. The practical and new ways of re-imagining presented in this book highlight and inspire a call to action that encourages strengths-based partnerships to acknowledge assets and competencies within systems. Beyond Crisis is a relevant and responsive book that motivates hope and empathy to address polarizing and chaotic times in our nation." -- Ivannia Soto"Beyond Crisis is the humanizing, empowering book we need right now! Read it for a compelling vision and action steps to move beyond crisis and create the interconnected schools and communities our multilingual learners deserve." -- Tonya Ward SingerTable of ContentsDedication Author′s Acknowledgements Foreword by Dan Alpert Introduction Part I: Imagining Communities Chapter 1: Designing and Enacting Strengths-Based Communities Chapter 2: Sustaining a Whole Child ′Ecosystem′ Chapter 3: Striving for Interdependent, Interconnected Communities Part II: Imagining Schools Chapter 4: Imagining Schools Beyond the Crises Chapter 5: Sustaining Growth and Momentum Chapter 6: Striving for Interdependence and Interconnections Part III: Imagining Classrooms Chapter 7: Designing and Enacting Classroom Change Chapter 8: Sustaining Momentum and Growth in Classrooms Chapter 9: Striving for Interconnections References Index

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Book SynopsisGrow students' linguistic capital AND value their home languageIn Language of Identity, Language of Access, authors Michelle Benegas and Natalia Benjamin highlight the urgent need for a revolution in language education that validates home languages and dialects while equipping students with the linguistic tools for social mobility. Their original LILA framework rejects the socially constructed hierarchy of languages and provides students with a broader linguistic repertoire.This accessible and teacher-friendly guide presents an overview of this liberatory approach to language and literacy, an exploration of linguistically sustaining and expanding instruction, and practical guidance on designing lessons that attend to the language of identity and the language of access. Additional recurring features include: Voces provide real-life teacher exper

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Book SynopsisTable of ContentsIntroduction 1 Part 1: Getting Started with the Basics 5 Chapter 1: Getting a Jump Start in Spanish 7 Chapter 2: Selecting the Proper Part of Speech 33 Part 2: The Here and Now 49 Chapter 3: Sorting Out Word Gender 51 Chapter 4: Coloring Your Sentences with Adjectives 73 Chapter 5: Expressing Yourself in the Present 91 Chapter 6: Expressing Yourself with Subjunctive Feeling 121 Chapter 7: Enriching Your Sentences with Adverbs and Comparisons 149 Part 3: Giving and Obtaining Information 163 Chapter 8: Getting Answers with the Right Questions 165 Chapter 9: Being Clear and Concise with Object Pronouns 185 Chapter 10: Reflecting on Reflexive Pronouns and Verbs 205 Chapter 11: Getting Attention with Commands 217 Chapter 12: Preparing to Connect with Prepositions 239 Part 4: Reminiscing about the Past and Seeing into the Future 253 Chapter 13: Leaving It Completely in the Past 255 Chapter 14: Looking Back with the Imperfect 269 Chapter 15: Seeing into the Future 283 Part 5: The Part of Tens 293 Chapter 16: Ten Most Common Mistakes in Spanish 295 Chapter 17: Ten Important Verb Distinctions 301 Part 6: Appendixes 307 Appendix A: Verb Charts 309 Appendix B: Thematic Vocabulary 319 Appendix C: English-Spanish Dictionary 331 Appendix D: Spanish-English Dictionary 335 Index 341

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Book SynopsisTable of ContentsIntroduction 1 Part 1: The Basic Building Blocks of German 7 Chapter 1: Laying the Foundations of German 9 Chapter 2: Assembling the Basic Tools for German Sentences 29 Chapter 3: Sorting Out Word Gender and Case 45 Chapter 4: Building Your Word Power 61 Part 2: Focusing on the Present 77 Chapter 5: Grasping the Present Tense 79 Chapter 6: Asking and Answering Intelligently; Giving Orders 97 Chapter 7: In the Mood: Combining Verbs with Modal Auxiliaries 121 Chapter 8: Sorting Out Separable- and Inseparable-Prefix Verbs 141 Part 3: Adding Flair to Your Conversations 159 Chapter 9: Sounding More Like a Native with Verb Combinations 161 Chapter 10: Adding Adjectives for Description 175 Chapter 11: Comparing with Adjectives and Adverbs 197 Chapter 12: Connecting with Conjunctions 217 Chapter 13: Your Preposition Primer 231 Part 4: Looking Back and Ahead: Talking about the Past and the Future 247 Chapter 14: Conversing about the Past: Perfecting the Present Perfect 249 Chapter 15: Narrating the (Simple) Past: Fact and Fiction 263 Chapter 16: Looking to the Future (And Avoiding It) 281 Part 5: The Part of Tens 293 Chapter 17: Ten Tips for Optimizing Your German 295 Chapter 18: Ten Pitfalls to Avoid in German 301 Part 6: Appendixes 307 Appendix A: Verb Charts 309 Appendix B: English-German Dictionary 319 Appendix C: German-English Dictionary 323 Index 327

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Book SynopsisThis book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national anTrade ReviewWinston’s expertise as a drama pedagogy specialist and scholar is on full display in Performative Language Teaching in Early Education. This expertly crafted new book includes an impressive roster of resources for drama pedagogy and is ideal for the growing fields of performative language teaching and the use of drama methods in early childhood education. * Mary McAvoy, Associate Professor of Theatre Education and Theatre for Youth, Arizona State University, USA *Joe Winston’s books are always innovative, scholarly and grounded in best teaching practice. Here Winston provides advice on how to engage young children through performative language teaching. I’ll be keeping this book within reach and can’t wait to put some of his wonderful, aesthetically-rich plans into action! * Madonna Stinson, Associate Professor, School of Education and Professional Studies, Griffith University, Australia *This publication will inform, guide and inspire you. Once again, Winston has written a book which is at the same time a scholarly volume and a joy to read, balancing eloquence, clarity and great expertise. This is a must-have for all language teachers working with young children. * Erika Piazzoli, Assistant Professor in Arts Education, Trinity College Dublin, The University of Dublin, Ireland *Table of ContentsList of Figures List of Abbreviations Acknowledgements Introduction 1. Young Children Learning English as a Foreign Language 2. Performative Language Teaching in the Early Years: Key Concepts 3. Performative Strategies for Teaching English to Young Learners 4. Schemes of Learning: 3 – 5 Year-olds 5. Schemes of Learning: 5 – 7 Year-olds 6. Performative Language Teaching and Assessment for Learning References Bibliography Index

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Book SynopsisThe book explores young Arabic-speaking children's English language learning. Through classroom-based research and learner work samples, the book analyses the interplay between cultural norms and the critical role that teachers play in orchestrating classroom discourse through skillful use of available instructional materials, questioning strategies and feedback to learners. The author shows the potential of instructional materials to influence young learners' vocabulary, reading comprehension, and written production, as well as the way they acquire the academic literacies needed in school subjects taught in English. She reviews the spread of the practice of teaching English to young and very young children and the increasing demand for English-medium instruction in the Arabic-speaking region, with a particular focus on the negative transfer from Arabic to English spelling and grammar. The book also discusses the importance of story narratives, arguing they are an ideal medium for langTrade ReviewThis book fills long-standing gaps in Teaching English to Young Learners: it is research-based in a field that is often seen as undertheorised; it focuses on young Arabic speakers, an often neglected group; it takes a holistic view, exploring a variety of factors at work in the YL classroom. It is therefore a very welcome addition to the field. * Sue Garton, Professor of Applied Linguistics (TESOL), Aston University Birmingham, UK *This is an excellent and unique book for teachers, teacher educators and materials writers. Overviewing four decades of research on how children learn English and how stories can be integrated into curricula, Irma-Kaarina Ghosn offers authentic classroom data on how teachers can scaffold Arabic speaking children’s development. A brilliant resource on theory and practice. * Marianne Nikolov, Professor Emerita, Department of English Applied Linguistics, University of Pécs, Hungary *Table of ContentsIntroduction Part I: Theoretical Considerations 1. Cultural Norms and Expectations versus Teaching Materials 2. Narrative and Children’s Language Learning 3. The Challenge of English-medium Instruction Part II: Insights from Classroom Research 4. Teacher Questions versus Learner Engagement 5. Classroom Discourse and the Critical Role of Teaching Materials 6. Instructional Materials and Vocabulary and Reading Comprehension 7. Writing Outcomes after a Reading-Based Experiment 8. An Action Research Study on Reading Strategies 9. Literate Language from Storybooks 10. Young Arabic-speaking Learners’ Spelling Skills 11. Transfer from Arabic Grammar to Children’s English Part III: Teachers and Students in Action 12. Whole Language Experience in Kindergarten 13. Flexibility of Story-Based Approaches 14. Children’s Diverse Reactions to Stories 15. Teacher Effectiveness and Learner Engagement 16. Conclusions References Index

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Book SynopsisTruly a pleasure to read, with much helpful information.Deb Bible, Literacy TeacherCUSD 300, West Dundee, ILThe author models a program of success and helps the educator become better qualified in teaching the EL learner.Lucia deSombre Malo, Former InstructorUtah Valley State CollegePractical, easy-to-implement methods for helping English language learners succeed in reading! Successfully teaching reading to English language learners (ELLs) requires an in-depth understanding of the unique processes by which they learn to read as well as proven strategies that teachers can use to support reading development. This resource focuses on helping students read to learn instead of learn to read.In clear, accessible language, this resource demystifies the research and clarifies the process for teaching reading to ELLs. The author introduces the key principles of reading instruction for ELLs and offers a wealth of actTrade Review"Truly a pleasure to read, with much helpful information." -- Deb Bible, Literacy Teacher"The author models a program of success and helps the educator become better qualified in teaching the EL learner." -- Lucia deSombre Malo, Former InstructorTable of ContentsPreface Acknowledgements 1. Teaching Reading to ELLs 2. Reflecting on the Reading Process 3. Teaching Reading Fluency and Comprehension to ELLs 4. Teaching Reading Strategies to ELLs 5. Teaching Text Structure to ELLs 6. Teaching Vocabulary to ELLs 7. Planning Effective Reading Lessons for ELLs 8. Promoting Extensive Reading for ELLs 9. Authentic Reading Assessment for ELLs References

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Book SynopsisA practical book of ideas and support strategies for the induction, assessment, teaching and learning of students with English as an additional language (EAL). It includes ideas such as: setting up a parent conference; identifying and supporting G&T learners; cross-cultural mathematics; and, questioning techniques.

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Book SynopsisA bold, brain-based teaching approach to culturally responsive instruction The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one's culture programs the brain to process data and affects learning relationships Ten key moves to build students' learner operating systems and preTrade Review"An essential, compelling and practical examination of the relationship between culture and cognition that will forever transform how we think about our role facilitating the learning of other people’s children – and our own children! Zaretta Hammond forcefully traverses the socio-political landscape of race and learning, smashing our misconceptions and bias about the educability of black, brown and low-income students; setting us free to take a more thoughtful, deliberate approach to creating classroom practices and environments that result in true learning partnerships with our students. The framework Hammond offers skillfully weaves together cultural knowledge (students’ cultural identities and how they see and make meaning of the world) with neuroscience (what we now know about how the brain processes and retains information) – the real artistry of culturally responsive pedagogy. This book demonstrates high regard for the complexity of teaching and delivers an even higher regard for the promise and academic potential of the students we’ve made most vulnerable in our school systems if we, as educators, choose to act on what we know. This book should be required reading for every teacher education program in the country!" -- LaShawn Routé Chatmon, Executive Director"All students can and will learn at high levels when provided the type of instruction described in this book. This work calls us to action by mandating that we move beyond looking for student outcomes that rely heavily on the regurgitation of memorized facts to applying the information learned to new situations. Each child’s life outcomes are dependent on their ability to think critically. Dr. Hammond does just that in this book. She uses her mind well, writes effectively and provides analysis on the connection between brain-based science and culturally responsive instruction. This is a must read for those wishing to have a mindset shift and aptly implement rigorous instructional practices to support all students." -- Kendra Ferguson, Chief of Schools"Drawing on the research form neuroscience Zaretta Hammond explains what we should have known all along – all children are capable of higher order thinking and capable of producing intellectually advanced work if provided the opportunity to learn by caring and capable adults. Hammond dose more than explain the research. Drawing on years of experience in schools as an educator and trainer, she shows how this can be done even in schools that have grown accustomed to failure. At a time when the nation is searching to find ways to close the racial achievement gap, this book will be an invaluable resource. " -- Pedro Noguera, Professor, NYUTable of ContentsForeward by Yvette Jackson Acknowledgements About the Author Introduction Part I: Building Awareness and Understanding 1. Climbing Out of the Gap 2. What′s Culture Go to Do with It? 3. This is Your Brain on Culture 4. Preparing to Be a Culturally Responsive Practitioner Part II: Building Learning Partnerships 5. Building the Foundation of Learning Partnership 6. Establishing Alliance in the Learning Partnership 7. Shifting Academic Mindset in the Learning Partnership Part III: Building Intellective Capacity 8. Information Processing to Build Intellective Capacity 9. Creating a Culturally Responsive Community for Learning 10. Epilogue References

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Book SynopsisEverything you need to create a high-trust, high-achieving learning environment for multilingual students We have never known more than we do now about teaching multilingual students — nevertheless, we teeter on the edge of retreating to old-think practices. The next generation depends upon our getting this right, and this spare, salient guide helps ensure we do. Kids Come in All Languages provides teachers and leaders with all they need to design high-quality curriculum to support multilingual learners. With this book, learn to: Create a low-anxiety, high-expectation classroom climate that gives multilingual students access to engaging grade-level content Plan clear, cohesive lessons and tasks that motivate students to produce language, use critical thinking skills, and access complex texts Offer ample time for student-led talk that ramps up knowledge and amps up a sense of belonging Use heterogeneous, flexible grouping so children acquiring English don’t stall out in fixed-mindset, below-grade level groups And much more Teachers act like tributaries, helping learners access a wider stream of knowledge, and catch the swift current of wanting to learn. It’s time to envision this expansiveness for multilingual students. It’s time to design learning experiences with optimism for their futures.Trade ReviewUsing the Visible Learning data base to focus specifically on teaching multilingual learners, the authors provide a practical resource for teachers that is grounded in research. This book is chock full of ′use-tomorrow′ ideas that teachers will find invaluable. -- Jana EchevarriaKids Come in All Languages—the title alone speaks volumes and sends chills through my body. We are in the progressive era where instruction, literacy practices, and pedagogy should be transformative. This groundbreaking text is one that is needed, one that is one that will become a highlight in the education field, no doubt. -- Darius Phelps"I really enjoyed this Visible Learning Book. The authors did a great job of looking at the ways we serve and support multilingual learners through components of climate, challenge, clarity, cohesion, and checks into learning. The content is easily digestible, and the graphics are supportive of the content. Great book!" -- Carly Spina

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Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors

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Book SynopsisThe Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large—some that have been completed and some that are still in progress—but all authors evince the passion for civic education that underpins engagement in the democratic project.Table of Contents Introduction Youth Participatory Action Research to Engage Bilingual High School Students and Community Partners in Dissemination of Public Health Research Findings - Jenica Finnegan, Cynthia M. Alcantar, Julie E. Lucero, Dave Crowther, Ruben Dagda, Janet Usinger, and Jacque Ewing-Taylor Barriers to National Service: College Student Perceptions About Community Engagement - Alexander Pope IV, Patrick O'Brien, Karen Feagin, Sara Heim, Ashley Daniels, Nancy Shapiro, and Dewayne Morgan Fighting the Civic Desert: Interdisciplinary Approaches to Empowering Educators - Brigid Beaubien, Amanda O. Maher, Amanda C. Stype, and Jeffrey L. Bernstein Bringing Civic Engagement and Anti-Racist Social Justice Curriculum Alive: Preparing Social Studies Teacher Candidates for Civic Engagement in Response to Student, School, and Community Needs - Gayle Y. Thieman, Benjamin Bruhn, and Theresa Nguyen A Partnership for Civic Learning: Findings From a Civic Attitude and Engagement Survey of Florida Grade 7 Students - Stephen S. Masyada, Elizabeth Yeager Washington, and L. Douglas Dobson A Partnership Model for Incorporating Holocaust Education Into Middle School Civics - Terri Susan Fine, Jennifer Renee Adkison, and Rachel E. Smith Promoting Civic Learning Through a Distributed Partnership Model Grounded in Story and Music: A Case of the Willesden Project - Karen A. Kim, and Claudia R. Wiedeman Centering the Epistemologies of Black People in Family–School–University Partnerships to Support Students - Yvette C. Latunde and Cynthia Glover Woods Civic Engagement and Sport Participation: Building a Stronger Social Landscape in the United States - Cameron Kiosoglous When the Logical Course of Action Is to Kick in the Door: The Ballad of the North Las Vegas High School/Nevada College in North Las Vegas Dual Enrollment Partnership - Zachary Scott Robbins About the Editors About the Contributors

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Book SynopsisMultilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.Shifting away from traditional ways that schools address the needs of students who experience challenges, the new edition of this text takes a strengths-based approach to supporting multilingual students and focuses on the complex issues that affect a multilingual learner's development. Chapters have been fully updated to reflect the latest best practices and reorganized to better align with MTSS. Educators and other school-based professionals will be fully prepared to: Form collaborative MTSS teams that blend the diverse expertise of staff members Evaluate and enhance the learning environment for multilingual learners Gather extensive data about six critical factors in students’ home and school life, from previous schooling experiences to cross-cultural factors Authentically assess the strengths of multilingual learners Create a continuum of services that addresses the individual needs of each student Plan effective instruction and intervention using a multilingual lens Monitor the effectiveness of support strategies and programming for multilingual learners PRACTICAL FEATURES: MTSS team activities to support professional learning Templates, a rating scale, and other reproducible tools Real-world examples from the field Discussion questions to help teams apply the concepts to their own student population Table of Contents Foreword Preface About the Online Resources Chapter 1: A FRAMEWORK FOR CONSIDERING THE SPECIAL NEEDS OF MULTILINGUAL LEARNERS Key Concepts Reasons for the Misidentification of Special Needs Developing a Multi-Tiered System of Supports The Need to Provide Relevant Services in a Timely Manner Some Myths Regarding Multilingual Learners and Special Education The Continuum of Services Framework Questions for Reflection and Action Chapter 2: A COLLABORATIVE MODEL OF INFORMATION GATHERING AND SERVICE PROVISION Key Concepts Getting a Head Start Challenges to This Continuum of Services Responsibilities of MTSS Teams Makeup of MTSS Teams Building Professional Bridges across Specializations Characteristics of an Effective MTSS Team How to Form Effective MTSS Teams What MTSS Teams Can Accomplish An Innovative Approach Questions for Reflection and Action Chapter 3: THE LEARNING ENVIRONMENT CREATED FOR MULTILINGUAL LEARNERS Key Concepts Key Factors in the Learning Environment Evaluating the Adequacy of the Learning Environment Enhancing the Learning Environment Considering the Six Integral Factors Questions for Reflection and Action Chapter 4: PERSONAL AND FAMILY FACTORS Key Concepts Key Factors in the Student’s Personal and Family Background Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 5: PHYSICAL AND PSYCHOLOGICAL FACTORS Key Concepts Key Physical and Psychological Factors Information Gathering Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 6: PREVIOUS SCHOOLING FACTORS Key Concepts Key Factors in Previous Schooling Information Gathering and Evaluating the Adequacy of Previous Schooling Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 7: ORAL LANGUAGE AND LITERACY DEVELOPMENT Key Concepts Key Factors in Oral Language Development Key Factors in Literacy Development Understanding the Relationship between Students’ Home Language and English Language Use Patterns Information Gathering What to Assess in Oral Language and Literacy How to Assess Oral Language and Literacy Comparisons with Peers Systemic Learning Support Strategies Specific Learning Support Strategies Questions for Reflection and Action Chapter 8: ACADEMIC PERFORMANCE Key Concepts Key Factors in Academic Performance Gathering Information about Academic Performance Systemic and Specific Learning Support Strategies Questions for Discussion Questions for Study Groups Chapter 9: CROSS-CULTURAL FACTORS Key Concepts Key Characteristics of Culture Information Gathering and Evaluating Cultural Difference Factors Systemic Support Strategies Specific Support Strategies Questions for Reflection and Action Chapter 10: DESCRIBING BEFORE IDENTIFYING: WHEN SPECIFIC CHALLENGES PERSIST FOR SOME MULTILINGUAL LEARNERS Key Concepts The Importance of Describing before Identifying The Process of Data Collection and Explanation Questions for Reflection and Action Chapter 11: DELIVERING A CONTINUUM OF SERVICES Key Concepts Providing Support in a Timely Manner A Solution-Seeking Approach Based on Meaning A Forum for Crafting and Evaluating Interventions Key Principles for Crafting and Evaluating Interventions Validating Difficulties and Intervening across Contexts Home Language and Culture as Resources A Sample Process Questions for Reflection and Action Chapter 12: PUTTING IT ALL TOGETHER Key Concepts Identification of Multilingual Learners Who Experience Significant Challenges in School Anticipating and Addressing Predictable Challenges Creating a Supportive and Enriched Learning Environment Questions for Reflection and Action Glossary References Index

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Book SynopsisThis book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops. The book includes overlooked details about key leaders and developments that affected programs under the Bilingual Education Act. It delves deeply into a past infrastructure: what it entailed, how it worked, and who was involved. This volume is essential reading for researchers, students, administrators, education leaders, bilingual advocates and related stakeholders invested in understanding the history of language education in the US for future planning, expansion, and enhancement of bilingual educational programs and promotion of equity and access in schooling.Trade ReviewThis book provides a detailed, historical, and comprehensive overview of bilingual education efforts in the US. By centering the voices of scholars, advocates, and the media in each chapter, Moore reminds us of what educational equity requires of educators and policymakers. The book is an outstanding resource for teacher educators, scholars, and bilingual teachers. * Ester J. de Jong, University of Florida, USA *Moore’s richly contextualized excavation of the history of federal bilingual education policy can help combat the erasure of language rights struggles so prevalent in today’s discourse of dual-language education and neoliberal multilingual interests. The book paves a path for more critically conscientious language education policymaking. * Claudia G. Cervantes-Soon, Arizona State University, USA *Moore's book boldly addresses the ideological and sociopolitical struggles and triumphs of bilingual education from both a historical and contemporary perspective. It brings to the forefront the essential and foundational components for launching and sustaining efficacious bilingual programs – by honoring the legacy of decades of research and policies necessary to pass the torch from one generation to the next. * Cristina Alfaro, San Diego State University, USA *[This] is a thorough, well-researched, and carefully planned book [...] definitely a must-read for those who would benefit from learning how bilingual education in the United States arose and how we got to our current situation. Educators, advocates, administrators, and even those curious about bilingual education among the general public would all benefit from reading this volume. -- Maria Turrero-Garcia, Drew University, USA * LINGUIST List 32.3504 *Table of ContentsAcknowledgements Preface Foreword Introduction Chapter 1: A Racist White House Chapter 2: Prequel to the Bilingual Education Act Chapter 3: Early Bilingual Education and the Sociopolitical Backdrop Chapter 4: Capacity Building Chapter 5: Systemic Infrastructure Chapter 6: Language Ideologies, Politics and Policymaking Chapter 7: Current Endeavors and Future Possibilities References

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Book SynopsisThis book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.Trade ReviewThis volume provides fascinating insights into the complexity of emotions shaping language teachers’ classroom practice, experiences and working lives. The editors have brought together a rich range of theoretical and empirical perspectives spanning a diversity of professional contexts. The book will be of value to all those concerned with understanding or researching the emotional dimension of language teaching. * Ema Ushioda, University of Warwick, UK *This timely anthology explores the foundational role of emotions in the professional lives and everyday practices of language teachers. Drawing on a wide range of theoretical, methodological and classroom-based approaches, the chapters open up new dimensions in our knowledge of the complexity and salience of language teacher emotions within and across multiple contexts. * Cynthia J. White, Massey University, New Zealand *A timely collection that advances new directions for investigating and reflecting on emotions in language education. Bringing various strands of contemporary emotion research to bear on diverse educational contexts across the globe, it provides essential insights into the affective realities that shape teachers’ professional practices and impact their personal wellbeing. * Matthew T. Prior, Arizona State University, USA *This much-needed anthology uniquely recognises language teacher emotions and their importance for classroom practices but, most importantly, for teachers’ own personal and professional development [...] After reading this book, the reader learns about the role of emotions and, more importantly, about the benefits of embracing more challenging and unpleasant emotions which can lead to personal growth and development. -- Lorena Salud Gadella Kamstra, University of Essex, UK * BAAL News, 119 *This volume is particularly valuable and timely due to a currently unsettled teaching environment. Global changes that have occurred in the year 2020 have stirred a range of emotions and have forced many educators to promptly readjust to an emergency remote teaching context. -- Anna Belobrovy, Rikkyo University, Japan * JALT Journal, 43.2, November 2021 *Providing fundamental insights into the complexity of teacher emotions, this collection is devoted to exploring the role of these emotions in diverse cultural contexts by combining emotion theory, emotion-related psychological factors, and language teaching practice. It is suitable for anyone interested in learning about and further investigating teacher emotions. -- Wenxiu Chu and Honggang Liu, Northeast Normal University, China * Frontiers in Psychology, Vol 11, October 2020 *The Emotional Rollercoaster of Language Teaching provides readers with a wide range of perspectives and an accurate picture of the field, revealing the complexity of language teachers’ emotions and uncovering some emotional challenges affecting their well-being, pedagogical practices, and professional lives. -- Alfaf Albakistani, Birkbeck, University of London, UK * LINGUIST List 32.1140 *Table of ContentsTables, Figures and Images Acknowledgements Contributors Jane Arnold: Foreword Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation? Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching Index

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Book SynopsisThis book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia García. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia García’s scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia García’s place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.Trade ReviewThis book is both a richly deserved tribute to Ofelia García and a text that helps develop the fast-moving and increasingly popular concept of ‘translanguaging’, with contributions by many eminent scholars. A must-read for those many scholars and students who admire not only Ofelia’s writings but also her warm and empathic personality, it makes a major contribution to the study of translanguaging. * Colin Baker, Emeritus Professor, Bangor University, UK *This inspirational volume honoring Ofelia García’s lifelong scholarship is a must read that will deepen our understanding of how theories of bilingualism and translanguaging, educational policy, and educational practices can further the racial and social justice work in support of racialized and minoritized bi/multilingual communities. * Maite T. Sánchez, Hunter College, City University of New York, USA *Table of ContentsContributors Bernard Spolsky: Foreword: A Note on Ofelia García Maryam Borjian and Bahar Otcu-Grillman: Preface: The Genesis of this Book Introduction Maryam Borjian: Part One: The Local Roots and Global Reach of Ofelia García’s Multilingualism Bahar Otcu-Grillman: Part Two: A Tribute to Ofelia García: A Translanguaging Approach Part 1: Remaking Multilingualism Chapter 1. Nancy H. Hornberger: Imagining Multilingualism with Ofelia: Translanguaging and the Continua of Biliteracy Chapter 2. Suresh Canagarajah: A Mentor from Afar Chapter 3. Bahar Otcu-Grillman: Ofelia García’s Global Classroom Chapter 4. Lesley Bartlett: A Letter for Ofelia García Part 2: Bilingual Pedagogies and Teacher Education Chapter 5. Jo Anne Kleifgen: Emergent Bilinguals and Trans-Semiotic Practices in the New Media Age Chapter 6. Marianne Turner and Angel M.Y. Lin: Using ‘Transfeaturing’ to Explore Differentiation in the Pursuit of Translanguaging Pedagogical Goals Chapter 7. Anel V. Suriel and Mary E. Curran: Translanguaging in an Urban Social Justice Teacher Education Program Chapter 8. Ivana Espinet and Karen Zaino: Where the Banyan Tree Grows: Nurturing Teachers’ Translanguaging Pedagogy through a Study Group Chapter 9. Carmina Makar: Bilingual Teachers Engage: Poetic Inquiry as a Site for Languaging Dilemmas Part 3: Bilingual Community Education Chapter 10. Li Wei and Zhu Hua: Parental Voices in Bilingual Education Chapter 11. Bahar Otcu-Grillman: Translanguaging in Bilingual Community Education Chapter 12. Fabrice Jaumont: Bilingual Education: Making a U-Turn with Parents and Communities Part 4: Language Policy and Language Ideologies Chapter 13. Angela Creese and Adrian Blackledge: Translanguaging: An Ideological Perspective Chapter 14. Maryam Borjian: Multiple Actors and Interactions are at Work: English Language Policies in Post-Revolutionary Iran Chapter 15. Sarah Hesson: Reimagining Language Policy through the Lived Realities of Bilingual Youth Chapter 16. Sharon Avni: American Jewish Summer Camps as Translanguaging Thirdspaces Part 5: Epilogue Jo Anne Kleifgen: Afterword: A Brief History of Work and Play with Ofelia García Bahar Otcu-Grillman: Appendix: A List of Ofelia García’s Publications with Multilingual Matters Index

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Book SynopsisThis book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.Trade ReviewWith theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA *This book provides a sensitive and ground breaking account of bilingual children’s multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children’s multimodal and multilingual productions across school and beyond. This is pedagogical work at its best – research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK *This volume is a kaleidoscope of multimodal multilingual literacies from various contexts and nations. These original studies with culturally and linguistically diverse student populations help us watch our children read beyond the print text and learn from our children. It is an inspiring read for researchers, teachers, and parents. * Yang Wang, University of South Carolina, USA *Table of ContentsContributors Foreword Ling Hao and Sally Brown: Introduction Chapter 1. Qi Si, Tracey Hodges and Julianne Coleman: A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities Part 1: Preschool Chapter 2. Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina: Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play Chapter 3. Buyi Wang and Chunhua Dai: 'Can I "Mai" that "Bao"?': An Emergent Bilingual’s Multimodal Meaning-Making Practice Chapter 4. Colleen E. Whittingham and Emily Brown Hoffman: Multimodal Narrative Composition in Urban Preschool[ed] Places: What Counts as Narrative and Whose Narrative Counts? Chapter 5. Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel: Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces Chapter 6. Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh: Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children Chapter 7. Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale: For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts Part 2: Kindergarten Chapter 8. Laura Schall-Leckrone: La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten Chapter 9. Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam: Move, Play, Language: A Translanguaged Multimodal Approach to Literacies with Young Emergent Bilinguals Chapter 10. Ruth Flores Bañuelos and Leslie C. Banes: 'Being Bilingual is Cool': Co-Constructing Bilingual Identities with Dual Language Kindergarteners Part 3: Primary Grades Chapter 11. Adriana Alvarez: Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge Chapter 12. Heidi R. Bacon and Moneerah Al Jabr: Creative Creations: Self-Authoring Multimodal Stories Chapter 13. Ted Kesler: Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals Chapter 14. Sara Hawley: A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners Chapter 15. Aijuan Cun and Mary B. McVee: Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal study Chapter 16. Vivian E. Presiado and Brittany L. Frieson: Black Girls' Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in a Dual Language Bilingual Education Chapter 17. Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly: Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals' Comprehension of Multimodal Narrative Texts Chapter 18. Marisa Ferraro and Kristin Bengtson Mendoza: Cultivating Language and Identity Through Multimodal Literacies: Back to the StoryBoard Chapter 19. Sally Brown and Ling Hao: Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual Part 4: Out-of-School Contexts Chapter 20. Junyi Yang and Joshua Lawrence: Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children Chapter 21. Kyungjin Hwang: How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts Chapter 22. Min-Seok Choi: Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis Chapter 23. Sally Brown and Ling Hao: New Directions Index

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