English Language Learners

Dr. Ashraf Esmail is associate professor and program coordinator of criminal justice at Dillard University. He is the Director for the Center for Racial Justice and Barron Hilton Criminal Justice Endowed Professor. Dr. Abul Pitre is professor and department chair of Africana Studies at San Francisco State University. He was appointed Edinboro University’s first named professor for his outstanding work in African American education and held the distinguished title of Carter G. Woodson Professor of Education. Dr. Alice Duhon Ross is a core faculty for the Richard W. Riley College of Education at Walden University. Current research focus is multicultural, international, peace education. She is a career educator with over thirty years of teaching in higher education and is Nationally Board-Certified Counselor and National Board-Certified School Counselor. Dr. Judith Blakely is academic coordinator at Walden University and serves a vital role in maximizing student achievement by incorporating leadership, advocacy, and collaboration. She is certified in multiple states as a school superintendent, school administrator (pre-K-12 principal), and Director of Special, Bilingual, and Gifted Education. Dr. H. Prentice Baptiste is a Regents and Distinguished Achievement Professor, and in 2014 was awarded the first College of Education, Diversity Award at New Mexico State University. He was president of the National Association for Multicultural Education (NAME), a premier organization advocating for equity and social justice, which he helped found in 1990.

Acknowledgments

Introduction

Jancarlos J. Wagner-Romero

Chapter 1. Providing Effective Learning Environments for English Learners through Practicing Care Theory and Understanding Identities

SoYoung Kang

Chapter 2. Moving Toward Coherent and Collaborative Coaching for Linguistically Responsive Teaching

Monica S. Yoo, Leslie Grant, Lisa Fetman, and Veronica Garza

Chapter 3. Working with Undocumented Immigrant Students: Developing and Sustaining Longstanding Relationships

James Cohen, Magdalena Haro, Sarah Heinz, and Thalia Marron

Chapter 4. Assessing the English Language Learner

Amy Van Buren

Chapter 5. Transforming Pre-Service Teacher Education: Culturally Responsive Teaching through Multicultural Children’s Literature as a Vehicle of Social Change for English Language Learners

Sunyung Song

Chapter 6. Recognizing Embodied Histories and Intersectionality of Students of Color in Language Teaching

Brianna R. Ramirez and Ruby Osoria

Chapter 7. The Future Is Multilingual: Chicanafuturism as Curriculum for English Language Learners

Jim L. Hollar and Jesslyn R. Hollar

Chapter 8. A Critical Multicultural Analysis of English Learners in Picturebooks

Amina Chaudhri

Chapter 9. Assessment of English Learners: Adopting a Cultural Validity Assessment Framework

Eric J. López and Esther Garza

Chapter 10. Grade Level Placement of English Language Learners: Legal and Ethical Considerations

Mariola Krol

Chapter 11. Characteristics of English Learners

Daniela DiGregorio

Chapter 12. Fluidity of Diversity: Reshaping How Educators Understand English Language Learners’ Needs in the Classroom

Dorota Silber-Furman and Andrea Arce-Trigatti

Chapter 13. Serving English Language Learners with Exceptional and Diverse Needs

Srimani Chakravarthi

Chapter 14. Effective Learning Environments for English Learners

Abbey Bachmann

Chapter 15. Culturally Responsive Social-Emotional Learning for ELL Students with Limited or Interrupted Formal Education

Jessica Furrer and Sara Castro-Olivo

About the Editors

About the Contributors