Description
Book SynopsisTransform the learning and teaching of language in ways that empower all students to succeed. This book offers insight into how to teach language - a core component of developing skilled readers and writers across all content areas - in ways that value the rich and diverse language assets students bring to the classroom.
Trade Review"Teachers receive advice on how to value their students' various linguistic capabilities and to avoid linguicism, which the authors define as 'discrimination based on one's language.' Recommended."—CHOICE
Table of Contents
- Contents
-
ForewordRobert T. Jiménez xi
- Acknowledgments xv
-
1. Introduction 1
Language Awareness Inquiry 3
Conceptions That Promote Equity Versus Misconceptions That Limit Equity 4
Chapter 1 Reflection 8
- Part I. Individual Inquiry: Dismantling Linguicism
-
2. Language Hierarchies Versus Language Resources for Learning 13
Chapter 2 Reflection 18
Conceptions That Limit Equitable Language Instruction: Language Hierarchies 18
Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies 21
Closing Thoughts on Valuing Diverse Language Resources for Learning 30
Chapter 2 Closing Reflection 30
-
3. Language as a Dichotomy Versus Language as a Continuum 31
Chapter 3 Reflection 32
What Makes a Skilled Language User?: A Continuum Perspective 32
The Problem With Binaries in Language Teaching and Use 37
A Continuum Perspective to Begin Dismantling Language Hierarchies 41
Closing Thoughts on Promoting a Continuum Perspective 43
Chapter 3 Closing Reflection 43
- Part II. In the Classroom: Practices That Support Linguistic Fluidity
-
4. Language Beyond Words 47
Chapter 4 Reflection 48
Language: The Whole Is More Than The Sum of Its Parts 49
Moving Away From Vocabulary-Based Teaching 66
Chapter 4 Closing Reflection 69
-
5. Promoting a Path, Not a Phase 70
Chapter 5 Reflection 70
School Text: Challenge and Opportunity 71
Classroom Language Conversations Across the Grades 78
Conceptualizing Language Awareness Across Grades 88
Chapter 5 Closing Reflection 89
- Part III. Collective Inquiry: Forging Communities for Equity
-
6. Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams 93
Chapter 6 Reflection 94
Collaborating for Equitable Language Teaching 95
How Successful Teacher Teams Promote Equity Through Language Teaching 96
Forming Teams 114
Collaborating With Colleagues Who Focus on a Similar Content Area 114
Collaborating With Colleagues Across the Grade Level 115
Chapter 6 Closing Reflection 117
-
7. Taking a Systemic Approach: Improving School Culture Through Collective Inquiry 118
Chapter 7 Reflection 119
Creating a Schoolwide Culture of Linguistic Equity 119
Learned, Changed, and Built 129
A Vision for Equitable Language Teaching 131
Final Closing Reflection 132
- Glossary 133
- References 137
- Index 147
- About the Authors 153
