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From Equity Insights to Action
Illustrated by Claribel González.
Equity for MLLs means that students’ cultural identities are valued sources of knowledge. This guide provides educators with thoughtful, research-informed, and accessible information on how to champion equity for MLLs.
- Grade Level: PreK-12
- ISBN: 9781071855065
- Published By: Corwin
- Year: 2021
- Page Count: 120
- Publication date: August 26, 2021
Review Copies
Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.
Description
Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners!
Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era.
Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including
- Authentic examples of how educators understand and support MLLs through an equity lens
- Student portraits of multilingual learners’ experiences
- Accessible answers to essential how-to questions
- Robust professional learning activities
- Access to print and online resources for additional information
Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.
Author(s)
Andrea Honigsfeld
Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy University, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past twelve years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates.
She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), and Digital-Age Teaching for English Learners (2022). Nine of her Corwin books are bestsellers.
Maria G. Dove
Audrey Cohan
Dr. Audrey Cohan is the Senior Dean for Research, Scholarship, and Graduate Studies at Molloy University, Rockville Centre, New York. She has been at Molloy University for twenty-nine years during which time she served as Professor, Chairperson of the Education Department, and Interim Dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate, graduate, and doctoral programs. She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book, published in 1995, was titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators. This co-authored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan co-edited a five-volume Breaking the Mold series about educational innovation with Dr. Andrea Honigsfeld and has published numerous peer-reviewed articles about English language learners. The textbook published in 2016, Serving English Language Learners earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other co-authored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America’s Peace-minded Educator: John Dewey (2016), Team Up, Speak Up, Fire Up! Educators, Students, and the Community Working Together to Support English Learners (2020), and From Equity Insights to Action (2022). While at Molloy University, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Molloy University Research Award, and the Distinguished Service Award.
Carrie McDermott Goldman
Carrie L. McDermott Goldman, Ed.D., is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL. She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators. Throughout the pandemic, she also created and implemented an online teaching mentoring program.
She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, “Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners,” co-authored chapter with Andrea Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); “Positive outcomes for ELs in an Integrated Social Studies Class,”co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); “Classroom Management for Culturally and Linguistically Diverse Learners” co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and “Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and “Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction” co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and “Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class” (2021) in New York State ASCD Impact Journal.
Table of Contents
Acknowledgments
About the Authors
About the Illustrator
CHAPTER 1. ESTABLISH YOUR WHY
THE URGENCY
WHO ARE MULTILINGUAL LEARNERS?
WHAT IS EQUITY?
HOW THIS BOOK GUIDES EQUITY WORK FOR MLS
CHAPTER ORGANIZATION
WHY EVERY EDUCATOR SHOULD READ THIS BOOK
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 2. AMPLIFY THE TALENTS, SPIRITS, AND PERSONAL POWERS OF MLS
THE URGENCY
TALK WITH AND LISTEN TO YOUR STUDENTS
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
AMPLIFY MLS’ TALENTS, NURTURE THEIR GIFTS, AND UPLIFT THEIR SPIRITS
MULTILINGUAL CONSCIOUSNESS: A PATHWAY TO EQUITY
EQUITY MOVES TO BOLSTER STUDENTS’ TALENTS
BRIDGES TO EQUITABLE PRACTICES: INFUSING THE SPIRIT OF LEARNING
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 3. RECALIBRATE THE CURRICULUM TO ACCELERATE LEARNING FOR MLS
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
RECALIBRATING THE CURRICULUM
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 4. TEACH AND ASSESS TO BUILD STUDENT AUTONOMY, AGENCY, AND RESILIENCE
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
LET’S TEACH THE WAY STUDENTS LEARN
LET’S TEACH THE WAY STUDENTS CAN SUCCEED
EQUITY-INFORMED, INTEGRATED APPROACHES TO PLANNING INSTRUCTION FOR MLS
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITABLE ASSESSMENT PRACTICES
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 5. HARNESS THE POWER OF CONNECTIONS AND RELATIONSHIPS
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
OUR CONNECTED RESPONSIBILITY TO STUDENTS
SOCIAL-EMOTIONAL LEARNING IN SUPPORT OF EQUITY
STRATEGIES FOR BUILDING CONNECTIONS IN THE CLASSROOM
STRATEGIES FOR BUILDING CONNECTIONS BEYOND THE CLASSROOM
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
References and Further Reading
Index
Reviews
"As someone who has been immersed in the depths of assessment equity for multilingual learners my entire professional career, on a personal level, I am elated to see equity become a mantra being heralded across educational contexts. The mission now becomes for every educator to fulfill its call. Honigsfeld, Dove, Cohan, and Goldman take on this challenge by concretizing the abstractness of equity through student portraits and actionable steps. Together the authors illustrate that in making equity student-centered, educators can be best positioned to leverage the resources of our multilingual learners."Margo Gottlieb, Co-founder and Lead Developer
WIDA
"This book engages teachers in embracing the diversity of multilingual learners and focusing relentlessly on equity. Where the pandemic has demonstrated many of the cultural and linguistic barriers that have plagued our nation for generations, this contribution (including its richly detailed sketch notes, student portraits, and sequence of equity moves), shows us how to remove these barriers in a practical and even inspirational way."Debbie Zacarian
Author of "Beyond Crises" and Consultant, Zacarian and Associates
"This team of authors has brilliantly captured the urgency of the moment as we transition out of the COVID-19 pandemic and collectively seek to advance equity and opportunity for multilingual leaners in our schools. From preservice teachers to veteran educators and leaders, along with an array of stakeholders committed to advancing equity for MLs, each reader will find inspiration, practical tools, and a variety of resources to challenge old ways of thinking and doing while providing actionable insight into the possibilities ahead. The easy-to-flow of the book, real-life examples, and reflection prompts will captivate readers and inspire action."Pamela Schwallier
Director of EL & Bilingual Programs, West Ottawa Public Schools
“From Equity Insights to Action is so much more than a resource textbook that should be in the hands of every educator, filled with dog-eared corners and post-it notes for easy reference. It is a call to action, a reminder of the impact we can make in the lives of others and a collection of heartfelt anecdotes that remind all educational professionals of why we begin this journey. This read provides practical advice, reflection guides and the ability to transform our practice to provide immediate tools for implementation of strategies. Thank you for your voice and your passion."
Stephanie MacIntosh“From Equity Insights to Action is so much more than a resource textbook that should be in the hands of every educator, filled with dog-eared corners and post-it notes for easy reference. It is a call to action, a reminder of the impact we can make in the lives of others and a collection of heartfelt anecdotes that remind all educational professionals of why we begin this journey. This read provides practical advice, reflection guides and the ability to transform our practice to provide immediate tools for implementation of strategies. Thank you for your voice and your passion."
Founder and Co-Owner, NTC Language Services
"We can and must do better and this is the perfect time to do so. The authors provide the pathway forward to an equity based education for all students in a post pandemic world. The chapters are well scaffolded, engaging and reflective inviting educators to celebrate and embrace culturally responsive, student inspired classrooms."Lois Baldwin
Supervisor of World Languages & ESL, Hopewell Valley Regional School District
"From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners is a timely reframing from deficient mindset to an asset based viewpoint. Students come with a wealth of experiences, skills, and knowledge; it is our job as educators to connect with out students and see how we can build on their talents."Aimee Daddi
ESL Coordinator, Frisco Independent School District
"From Equity Insights to Action is a timely and valuable resource that reflects on the impacts of the COVID-19 pandemic while simultaneously imagining a better, more equitable educational landscape for multilingual learners. Each chapter offers a unique metaphor that helps the reader to conceptualize how to leverage insights gained from pandemic teaching and recalibrate what is not serving our marginalized populations. The authors describe opportunities to shift mindsets, change practices, and take action in addition to encouraging reflective questioning about where change is needed. The magnitude of the work is substantial and this resource offers solutions and hope for educators who are ready to make a difference."Katie Toppel, K-5 English Language Development Specialist
Tigard Tualatin School District
"This book is a timely and necessary addition to every educator's bookshelf. I love how the chapters are organized with justifications, student portraits, multiple pathways for approaching equity critically, and resources/ tools. I appreciated all of the checklists and questions to ask myself. I am certain I will wear the ink off of the pages quickly!"Sherry Liptak
District ELL Specialist, Chilliwack, BC, Canada
"The call to address inequities in schools has never been louder nor more urgent, particularly for multilingual learners (MLs), whose voices have been muted for too long. To respond to this call requires a methodical, deliberate approach to classroom practice that is intimately shaped by the diverse assets our students bring to the table. The authors offer a clear path forward for educators who are ready to leave unjust practices of the past behind and move toward an equitable future for MLs."Alycia Owen
International Educator
"As I read this text, I was captivated by the call to action. All learners need these practical suggestions so that educators can meet them where they are and make curriculum culturally relevant to ALL students. Curriculum and education environments should mirror, as well as highlight, diversity, and oftentimes multilingual learners and students of color do not see themselves represented. From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners shines a light on this urgent need to focus on equity and embrace diversity."Laurea Myers
District ESL Facilitator, Frisco Independent School District
As an advocate for multilingual children, I found From Equity Insights to Action to be both profound and practical. This is a book that is relevant to the times we live in and is much needed. These authors push us to think critically about the issues at hand. Not to mention the layout is lovely, and the graphics are captivating as well.Valentina Gonzalez
Co-Author of Reading & Writing with English Learners: A Framework for K-5
"From Equity Insights to Action is an extremely useful and timely book about lessons learned from the pandemic and moving forward with a new vision of providing equitable practices for MLs. The authors deliver their promise as reflected in the title and in the introductory chapter by laying out pathways for approaching equity through actionable research-based practices and strategies that teachers can use to amplify, accelerate, and empower MLs. The personal accounts, reflections, sketch notes, authentic examples from classrooms allow the reader to experience an educational world of equity and justice where MLs have the potential to succeed because they are given everything they need to thrive."Vicky Giouroukakis, Professor of Education
Molloy College
"From Equity Insights to Action is focused on impacting systematic change by addressing issues that our Multilingual Learners have faced and are currently facing now more than ever. This book not only presents research-based supports through an equity-lens, but readers will dive deep into critical reflection that will challenge all notions. This book provides practical and valuable approaches that guide open and honest conversations with educators. As a Director of English Learning, working with teams and systems, I found that The Equity in Action sections were valuable in providing educators with practical, real-life examples of how we can put equity practices into action. With beautiful illustrations, guiding resources, and real-life student encounters, readers are left with inspiration!"Shadia Salem, Director of English Learning
North Palos SD 117
"From Equity Insights to Action is an urgent call for educators to understand who multilingual learners are, what equity in the classroom looks like, how to perform equity work in schools, and, most importantly, why it all matters in this critical pandemic era. Andrea Honigsfeld, Maria Dove, Audrey Cohan, and Carrie McDermott Goldman convince readers of the importance of appreciating and building on the strengths and abilities that multilingual learners bring to the classroom. The authors go beyond teaching and learning strategies by also including sections on advocacy, reflections, and actions, along with chapters on assessment and teacher-student relationship-building. Beautifully written and creatively illustrated, this book should be read by all practitioners committed to equity in our increasingly diverse society, schools, and classrooms."Allison Roda
Assistant Professor of Education at Molloy College
The beauty of the judicious book From Equity Insights to Action, Critical Strategies for Teaching Multilingual Learners is that it functions both as a robust resource and urgent clarion call to action. The book aims for research informed and evidence-based teaching while envisioning and embracing educational equity for multilingual learners (MLs). From Equity Insights to Action paints in vivid colors the fight for a world of equity in classrooms, schools, and communities across America. Practical strategies are internalized through purposeful reflection; strategies for curriculum recalibration intertwine with the social-emotional dimensions of learning. Vivid student portraits, setting contexts and evocative reflective questions lead the readers on a profound path of self-examination and self-discovery. This book transcends the distance between personal insights, individual growth, and action-oriented processes beyond classrooms
Dr. Jasmin Bey CowinThe beauty of the judicious book From Equity Insights to Action, Critical Strategies for Teaching Multilingual Learners is that it functions both as a robust resource and urgent clarion call to action. The book aims for research informed and evidence-based teaching while envisioning and embracing educational equity for multilingual learners (MLs). From Equity Insights to Action paints in vivid colors the fight for a world of equity in classrooms, schools, and communities across America. Practical strategies are internalized through purposeful reflection; strategies for curriculum recalibration intertwine with the social-emotional dimensions of learning. Vivid student portraits, setting contexts and evocative reflective questions lead the readers on a profound path of self-examination and self-discovery. This book transcends the distance between personal insights, individual growth, and action-oriented processes beyond classrooms
Assistant Professor and TESOL/Bilingual Practicum Coordinator at Touro College
Review Copies
Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.