Overview

Use this unique volume to transform the learning and teaching of language so that all students are empowered 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. The authors provide guidance to help K–12 teachers move beyond current approaches to teaching language in the classroom to support equitable student outcomes in both linguistically diverse and linguistically homogeneous classrooms. The text provides a step-by-step process to uncover conceptions of language and its instruction that undercut opportunities to learn. Readers will gain new strategies for teaching the language of school tasks while integrating students’ distinctive language experiences as resources for learning. School leaders will learn how to implement a schoolwide exploration into teaching language that promotes equity, all while building collaboration among administrators, teachers, and students. Book Features: Promotes linguistic equity by providing teaching strategies and whole-school practices critical for optimizing student success and access to instruction, assessment, and reading. Provides classroom examples that show readers how to engage in the core practices described in the book across developmental levels and academic disciplines. Includes reader-friendly and user-supportive features, such as text boxes that describe the principles that undergird the approaches. Offers classroom vignettes depicting common instructional challenges and tensions to show how teachers can engage in equitable, evidence-based practices for student success. Uses reflection questions to help readers track their developing understanding of ideas and to reflect on their own values and teaching goals.

Full Product Details

Author:   Sabina Rak Neugebauer ,  Emily Phillips Galloway ,  Christina L. Dobbs ,  Robert T. Jimenez
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 0.90cm , Length: 22.90cm
Weight:   0.249kg
ISBN:  

9780807768884

ISBN 10:   080776888
Pages:   176
Publication Date:   25 August 2023
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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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

Reviews

“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

"""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"

Author Information

Sabina Rak Neugebauer is an associate professor of literacy in the College of Education and Human Development at Temple University. Emily Phillips Galloway is an assistant professor of multilingual learning and literacy education at Peabody College, Vanderbilt University. Christina L. Dobbs is an assistant professor and director of English education for equity and justice, at Wheelock College of Education and Human Development, Boston University.

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