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Breaking Down the Monolingual Wall
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Breaking Down the Monolingual Wall
Essential Shifts for Multilingual Learners' Success

Foreword by Jan Gustafson Corea



October 2023 | 304 pages | Corwin

Your guide to culturally and linguistically sustaining practices in your dual language classroom and school.

It’s time to set the record straight: Multilingualism is a tremendous asset that must be nurtured and valued and the most effective pathway to multilingualism is dual language education. Despite significant evidence attesting to the cognitive, social/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual.

Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. The book supports educators to: 

  • Shift the paradigm from one that is subtractive and deficit-based to one that is additive and assets-based
  • Embed culturally and linguistically sustaining practices in their instruction
  • Understand how to promote multilingualism in the context of teaching academic content
  • Develop assessments as, for, and of learning in multiple languages.
  • Lead high-quality dual language schools and programs
  • Recruit and retain highly qualified bilingual educators

Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.

 
Dedication
 
Acknowledgements
 
Publisher's Acknowledgements
 
About the Authors
 
Foreword by Jan Gustafson-Corea
 
Chapter 1: From Subtractive Schooling Models to Dual Language Models that Lead to Linguistic and Cultural Equity
 
Chapter 2: From Culturally and Linguistically Subtractive to Culturally and Linguistically Sustaining Pedagogy
 
Chapter 3: From One Language to Biliteracy and Content in Two Languages
 
Chapter 4: From Monolingual Assessment to Assessment in Multiple Languages
 
Chapter 5: From Educator Collaboration in a Monolingual Setting to Collaboration in a Dual Language Setting
 
Chapter 6: From Leading in a Monolingual Program to Leading in a Dual Language Program
 
Chapter 7: From "One Size Fits All" Workshops to Job-Embedded Professional Learning for Dual Language Teachers
 
Chapter 8: From Monolingual Policies to Dual Language Policies

"This book is a “one place stop” per se for implementing DLE effectively, whereby educators can set the conditions right for students to thrive academically, socially, and emotionally. The content within this book provides a DLE vision where thirvability is the outcome for every leader, educator, student, and community."

Analis Carattini-Ruiz
K-12 Administration, Alpine School District

"This book is a must-read for anyone who makes decisions that affect Dual Language programs including principals and assistant principals, program directors, curriculum directors, professional learning directors, assistant superintendents, superintendents and school board members."

Marion Friebus-Flaman
Director of Language Acquisition Services, Naperville Community Unit School District 20

"The authors of this book have collectively brought together an outstanding resource on the value of multilingualism and dual language programs.  This book delves into practical solutions to common concerns, helps both teachers and leaders engage the students and families they serve, and provides structural guidance as well as historical and current perspectives for us to consider.  Whether you already have a dual language program in your school(s) or are considering implementing a dual language program, this book will help you create positive change and engage your community and stakeholders more fully.  Most importantly, this book is likely to be a resource you will revisit multiple times for its innovative ideas and support of our multilingual students of all language backgrounds."

Elizabeth Scaduto
Director of ENL/ESL K-12, Riverhead Central School District

"Not only will this book be a necessary item for our leaders and educators’ libraries, but it will be an essential text for any educator or leader that works and supports multilingual leaners."

Christine Kennedy
District Program Facilitator, Multilingual Department, Minneapolis Public Schools

Ivannia Soto Hinman

Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various... More About Author

Sydney C. Snyder

Sydney Snyder, PhD, is a principal associate at SupportEd. In this role, Dr. Snyder coaches ML educators and develops and facilitates interactive professional development for teachers of MLs. She also works with the SupportEd team to offer technical assistance to school districts and educational organizations. Dr. Snyder has extensive instructional experience and has worked in the field of English language development forover 25 years. She started her teaching career as a Peace Corps volunteer in Guinea, West Africa. This experience ignited her passion for language teaching,... More About Author

Margarita Espino Calderon

Dr. Margarita Espino Calderón, born and raised in Juárez, is a Professor Emerita/Senior Research Scientist at Johns Hopkins University. Her research and development projects have been funded by the US Department of Education, National Institutes of Health, the US Department of Labor, The Carnegie Corporation of New York, and various State Offices of Education. One of her empirical studies “The Bilingual Cooperative Integrated Reading and Composition (BCIRC)” is featured in the What Works Clearinghouse. The Carnegie Corporation of New York funded her five-year study to develop Expediting Comprehension for English Language Learners (ExC-ELL)... More About Author

Margo Gottlieb

Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing... More About Author

Andrea Honigsfeld

Andrea Honigsfeld, EdD, is Professor in the School of Education at Molloy College, 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... More About Author

Joan Lachance

Dr. Joan Lachance is an Associate Professor of Teaching English as a Second Language (TESL) at the University of North Carolina at Charlotte. She directs the TESL graduate programs and undergraduate TESL Minor. She is the co-author of the National Dual Language Education Teacher Preparation Standards and the Director of the CAEP Specialized Program Association in Dual Language Education called “EMMA: Education for a Multilingual Multicultural America.” She received her undergraduate degree in Secondary Education, Modern Languages and Linguistics from Florida International University. With Spanish as the language of program... More About Author

Margarita Marshall

Marga Marshall is an Educational Consultant with experience in bilingual education in Spain and California. She opened the first TK-8 Two Way Dual Immersion English/Spanish School in Concord, CA as part of the district’s Magnet schools. Prior to becoming a principal, Marga Marshall was a bilingual teacher, an instructional coach, an English Learners coach, and a Dual Language coach. As an educator for over 24 years, her passion is bilingualism , biliteracy, and offering students the opportunity to learn a second language. Marga Marshall has always developed relationships with the community, staff, and teachers. Her leadership also involves... More About Author

David Nungaray

David Nungaray is a forever dual language teacher and school leader at heart no matter what his current work title is. The children and families he worked with as an educator are one of his guiding forces in the work he continues to do in education. As a son of Mexican immigrants, native Spanish speaker, gay educator, and a first-generation college graduate, David is passionate about educational excellence and ensuring school systems best meet the needs of all learners. David began his journey in education as a founding corps member of Teach For America-San Antonio in 2010 where he served as a 4th dual language teacher. In his first year... More About Author

Rubí Flores

Rubí P. Flores Torres, M.A. is a native from San Luis Potosí, Mexico, Rubí is the Director of Professional Learning at the California Association for Bilingual Education.  She has extensive expertise working with schools on implementing and refining Dual Language and Multilingual Learner Programs.  Prior to this role, Rubí has served as a bilingual teacher, ESL specialist, dual language teacher, dual language instructional coach, dual language program coordinator and biliteracy curriculum developer.  She has worked in schools across Texas, Oklahoma, El Salvador, and California. She earned a Bachelor's Degree in Bilingual... More About Author

Lyn Scott

Lyn Scott, Ph.D., a native of the rural Midwest, is a credentialed dual language teacher in Massachusetts and California teaching in two-way immersion and transitional bilingual education classrooms for over two decades. As an elementary teacher he joined colleagues and parents in restructuring their neighborhood public school into a multi-aged, dual language immersion public school. Inspired by the work of Paulo Freire, he immersed himself in the Brazilian culture early in his teaching journey, reflecting on adult literacy pedagogies relevant to the dual language development of young learners in American schools. Lengthy experiences in... More About Author

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ISBN: 9781071895535
$38.95