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It was a dark and stormy night in Santa Barbara. January 18, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential.

Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success.

In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets.

The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential:
1.       From Deficit-Based to Asset-Based 
2.       From Compliance to Excellence 
3.       From Watering Down to Challenging 
4.       From Isolation to Collaboration 
5.       From Silence to Conversation 
6.       From Language to Language, Literacy, and Content 
7.       From Assessment of Learning to Assessment for and as Learning 
8.       From Monolingualism to Multilingualism 
9.       From Nobody Cares to Everyone/Every Community Cares   

Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it’s laid out here in Breaking Down the WallTo distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children’s personal, social, cultural, and linguistic identities, then all students will achieve.

 

 

 

 
Foreword
 
Acknowledgments
 
About the Authors
 
A Note About Our Terminology
 
1. Debbie Zacarian and Diane Staehr Fenner: From Deficit-Based to Asset-Based
 
2. Shawn Slakk and Margarita Calderón: From Compliance to Excellence
 
3. Tonya Ward Singer and Diane Staehr Fenner: From Watering Down to Challenging
 
4. Maria Dove and Andrea Honigsfeld: From Isolation to Collaboration
 
5. Ivannia Soto and Tonya Ward Singer: From Silence to Conversation
 
6. Margarita Calderon and Shawn Slakk: From Language to Language, Literacy, and Content
 
7. Margo Gottlieb and Andrea Honigsfeld: From Assessment of Learning to Assessment for and as Learning
 
8. Ivannia Soto and Margo Gottlieb: From Monolingualism to Multilingualism
 
9. Debbie Zacarian and Maria Dove: From Nobody Cares to Every One Every Community Cares

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Margarita Espino Calderon

Margarita Calderón, a native of Juárez, Mexico, is Professor Emerita and Senior Research Scientist at Johns Hopkins University’s Graduate School of Education.  She is President/CEO of Margarita Calderón & Associates, Inc.  Margarita has served on several national panels, among others: the National Research Council’s Committee on Teacher Preparation; the U.  S.  Department of Education Institute for Education Sciences’ National Literacy Panel for Language Minority Children and Youth; the Carnegie Adolescent English Language Learners Literacy Panel; and the California Pre-School Biliteracy Panel.She was principal... More About Author

Maria G. Dove

Maria G. Dove, Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She... More About Author

Diane S. Fenner

Diane Staehr Fenner is the president of SupportEd, LLC (formerly DSF Consulting), a woman owned small business that provides educators in English learners’ education the skills and resources they need to champion ELs’ success within and beyond their classrooms. At SupportEd, Diane serves as project lead for all the team’s work providing professional development, programmatic support, and research to school districts, states, organizations, and the U.S. Department of Education. Diane is an author of four books, a blogger for the Colorín Colorado website, and a frequent keynote presenter on EL education at conferences across North... More About Author

Margo Gottlieb

Margo Gottlieb, Ph.D., is Co-founder and Lead Developer for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison, having also served as Director, Assessment and Evaluation, for the Illinois Resource Center. She has contributed to the crafting of language proficiency/ development standards for American Samoa, Guam, TESOL, and WIDA and has designed assessments, curricular frameworks, and instructional assessment systems for language learners. Her professional experiences span from being an inner city language teacher to working with thousands of educators across states, school districts, publishing companies,... More About Author

Andrea M. Honigsfeld

Learn more about Andrea Honigsfeld's PD offeringsAndrea Honigsfeld, EdD, is Associate Dean and Professor in the Division of Education at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. 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... More About Author

Tonya Ward Singer

Tonya Ward Singer, M.F.A., is a professional learning leader with a deep commitment to ensuring diverse learners excel with rigorous expectations. She consults nationally helping K-12 educators realize new possibilities in language and literacy learning to close opportunity gaps for ELs and students in poverty.  Tonya has taught at multiple grade levels as a classroom teacher, reading teacher, and EL specialist, and has extensive experience helping school leaders transform learning at scale.  Her choice work is supporting educators in launching and sustaining site-based, continuous inquiry around live lessons.  She has been... More About Author

Shawn Slakk

Shawn Slakk is the VP of Operations, a Senior Consultant and Master Coach Margarita Calderón and Associates.  He is co-author and developer of new professional development sessions for all levels of educators, focusing on whole-school implementation, administrative support and coaching.  As a former Certified WIDA Trainer and Title III SIOP Coach, Shawn brings a wide understanding of a variety of strategies and how they relate to ELs, language acquisition and lesson delivery.He is the former Rethinking Equity and Teaching for English Language Learners (RETELL) Coordinator for the Massachusetts Department of Elementary and... More About Author

Ivannia Soto Hinman

Ivannia Soto, Ph.D. Dr. Ivannia Soto is Professor of Education at Whittier College, where she specializes in second 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 made of up 99.9% Latinos, who either were or had been ELLs. Before becoming a professor, Dr. Soto also served LAUSD as a literacy coach and district office administrator. She has presented on literacy and language topics at various conferences, including the National Association... More About Author

Debbie Zacarian

Dr. Debbie Zacarian, founder of Zacarian and Associates, is known for her expertise in strengths-based leadership, instructional practices, and partnerships with culturally and linguistically diverse student and family populations.  With over three decades of combined experience as a district administrator, university faculty member, and educational service agency leader, she has been providing professional development throughout the United States.  She has written many books and more than 100 journal articles and district and state policies focused on leadership and instructional practices with diverse learners- including... More About Author

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ISBN: 9781544342610
$34.95