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.

"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

• ContentsForewordRobert T. Jiménez  xiAcknowledgments  xv1.  Introduction  1Language Awareness Inquiry  3Conceptions That Promote Equity Versus Misconceptions That Limit Equity  4Chapter 1 Reflection  8Part I. Individual Inquiry: Dismantling Linguicism2.  Language Hierarchies Versus Language Resources for Learning  13Chapter 2 Reflection  18Conceptions That Limit Equitable Language Instruction: Language Hierarchies  18Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies  21Closing Thoughts on Valuing Diverse Language Resources for Learning  30Chapter 2 Closing Reflection  303.  Language as a Dichotomy Versus Language as a Continuum  31Chapter 3 Reflection  32What Makes a Skilled Language User?: A Continuum Perspective  32The Problem With Binaries in Language Teaching and Use  37A Continuum Perspective to Begin Dismantling Language Hierarchies  41Closing Thoughts on Promoting a Continuum Perspective  43Chapter 3 Closing Reflection  43Part II. In the Classroom: Practices That Support Linguistic Fluidity4.  Language Beyond Words  47Chapter 4 Reflection  48Language: The Whole Is More Than The Sum of Its Parts  49Moving Away From Vocabulary-Based Teaching  66Chapter 4 Closing Reflection  695.  Promoting a Path, Not a Phase  70Chapter 5 Reflection  70School Text: Challenge and Opportunity  71Classroom Language Conversations Across the Grades  78Conceptualizing Language Awareness Across Grades  88Chapter 5 Closing Reflection  89Part III. Collective Inquiry: Forging Communities for Equity6.  Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams  93Chapter 6 Reflection  94Collaborating for Equitable Language Teaching  95How Successful Teacher Teams Promote Equity Through Language Teaching  96Forming Teams  114Collaborating With Colleagues Who Focus on a Similar Content Area  114Collaborating With Colleagues Across the Grade Level  115Chapter 6 Closing Reflection  1177.  Taking a Systemic Approach: Improving School Culture Through Collective Inquiry  118Chapter 7 Reflection  119Creating a Schoolwide Culture of Linguistic Equity  119Learned, Changed, and Built  129A Vision for Equitable Language Teaching  131Final Closing Reflection  132Glossary  133References  137Index  147About the Authors  153

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.

"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

• ContentsForewordRobert T. Jiménez  xiAcknowledgments  xv1.  Introduction  1Language Awareness Inquiry  3Conceptions That Promote Equity Versus Misconceptions That Limit Equity  4Chapter 1 Reflection  8Part I. Individual Inquiry: Dismantling Linguicism2.  Language Hierarchies Versus Language Resources for Learning  13Chapter 2 Reflection  18Conceptions That Limit Equitable Language Instruction: Language Hierarchies  18Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies  21Closing Thoughts on Valuing Diverse Language Resources for Learning  30Chapter 2 Closing Reflection  303.  Language as a Dichotomy Versus Language as a Continuum  31Chapter 3 Reflection  32What Makes a Skilled Language User?: A Continuum Perspective  32The Problem With Binaries in Language Teaching and Use  37A Continuum Perspective to Begin Dismantling Language Hierarchies  41Closing Thoughts on Promoting a Continuum Perspective  43Chapter 3 Closing Reflection  43Part II. In the Classroom: Practices That Support Linguistic Fluidity4.  Language Beyond Words  47Chapter 4 Reflection  48Language: The Whole Is More Than The Sum of Its Parts  49Moving Away From Vocabulary-Based Teaching  66Chapter 4 Closing Reflection  695.  Promoting a Path, Not a Phase  70Chapter 5 Reflection  70School Text: Challenge and Opportunity  71Classroom Language Conversations Across the Grades  78Conceptualizing Language Awareness Across Grades  88Chapter 5 Closing Reflection  89Part III. Collective Inquiry: Forging Communities for Equity6.  Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams  93Chapter 6 Reflection  94Collaborating for Equitable Language Teaching  95How Successful Teacher Teams Promote Equity Through Language Teaching  96Forming Teams  114Collaborating With Colleagues Who Focus on a Similar Content Area  114Collaborating With Colleagues Across the Grade Level  115Chapter 6 Closing Reflection  1177.  Taking a Systemic Approach: Improving School Culture Through Collective Inquiry  118Chapter 7 Reflection  119Creating a Schoolwide Culture of Linguistic Equity  119Learned, Changed, and Built  129A Vision for Equitable Language Teaching  131Final Closing Reflection  132Glossary  133References  137Index  147About the Authors  153

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.

"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

• ContentsForewordRobert T. Jiménez  xiAcknowledgments  xv1.  Introduction  1Language Awareness Inquiry  3Conceptions That Promote Equity Versus Misconceptions That Limit Equity  4Chapter 1 Reflection  8Part I. Individual Inquiry: Dismantling Linguicism2.  Language Hierarchies Versus Language Resources for Learning  13Chapter 2 Reflection  18Conceptions That Limit Equitable Language Instruction: Language Hierarchies  18Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies  21Closing Thoughts on Valuing Diverse Language Resources for Learning  30Chapter 2 Closing Reflection  303.  Language as a Dichotomy Versus Language as a Continuum  31Chapter 3 Reflection  32What Makes a Skilled Language User?: A Continuum Perspective  32The Problem With Binaries in Language Teaching and Use  37A Continuum Perspective to Begin Dismantling Language Hierarchies  41Closing Thoughts on Promoting a Continuum Perspective  43Chapter 3 Closing Reflection  43Part II. In the Classroom: Practices That Support Linguistic Fluidity4.  Language Beyond Words  47Chapter 4 Reflection  48Language: The Whole Is More Than The Sum of Its Parts  49Moving Away From Vocabulary-Based Teaching  66Chapter 4 Closing Reflection  695.  Promoting a Path, Not a Phase  70Chapter 5 Reflection  70School Text: Challenge and Opportunity  71Classroom Language Conversations Across the Grades  78Conceptualizing Language Awareness Across Grades  88Chapter 5 Closing Reflection  89Part III. Collective Inquiry: Forging Communities for Equity6.  Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams  93Chapter 6 Reflection  94Collaborating for Equitable Language Teaching  95How Successful Teacher Teams Promote Equity Through Language Teaching  96Forming Teams  114Collaborating With Colleagues Who Focus on a Similar Content Area  114Collaborating With Colleagues Across the Grade Level  115Chapter 6 Closing Reflection  1177.  Taking a Systemic Approach: Improving School Culture Through Collective Inquiry  118Chapter 7 Reflection  119Creating a Schoolwide Culture of Linguistic Equity  119Learned, Changed, and Built  129A Vision for Equitable Language Teaching  131Final Closing Reflection  132Glossary  133References  137Index  147About the Authors  153