Description
Book SynopsisUnderstanding and Improving how K-12 Multilinguals are Taught: Supporting Multilinguals details instructional strategies that can be used to better assess multilingual learners which are more improved than the existing evaluations. The author argues that assessments for multilingual learners need to be improved due to inequities within the public-school systems, and that assessments for students in K12 schools are not equitable. The author also discusses strategies for welcoming and supporting multilingual learners in the classroom. The instructional strategies outlined for K12 educators includes offering students multiple test-taking options, ensuring that assessments are translated into students' respective languages, and allowing multilingual learners to take assessments in groups or pairs. These improvement strategies have been developed by using feedback from dual-language teachers in the K12 public school system. The assessment issues that will be addressed include inequity within assessments administered to multilingual learners, the way assessments are structured and developed at the district and school level, the consideration of the immigrant experience as these assessments are being developed, the roles of school boards in considering immigrant experiences while creating these assessments, the role of the teachers of multilingual learners, assessment strategies to support multilingual learners, and strategies that are effective in creating inclusive classrooms for native and multilingual English speakers.
Table of ContentsList of Figures
Prologue
List of Terms
Introduction
Chapter One: Background on Multilingual Learners in a K12 Classroom
Chapter Two: The Immigrant Experience
Chapter Three: Assessments and Inequity
Chapter Four: Structural Injustice Within Assessments
Chapter Five: The Roles of School Boards
Chapter Six: The Roles of Dual-Language Teachers in the Decision-Making Process
Chapter Seven: Assessment Strategies to Support Multilingual Learners
Chapter Eight: Effective Classrooms for Native English Speakers and Multilingual Learners
Appendices
References
About the Author
