Language of Identity, Language of Access

Michelle Benegas, Ph.D., is an associate professor of TESOL at Hamline University in Saint Paul, Minnesota. A former secondary English Language (EL) teacher, her career began in a newcomer high school. She now prepares English language teachers, as well as general education teachers, to meet the needs of linguistically diverse students. She is co-author of Teacher Leadership for School-Wide English Learning (2020, TESOL Press), and co-creator of the School Wide English Learning (SWEL) Professional Development Series for TESOL Education. Benegas has prepared over 600 EL teacher leaders across the country. Her scholarly interests include EL teacher leadership, teacher leader identity, systemic approaches to improving EL services, and etymology. Michelle Benegas works with educators! Learn more at benegasconsulting.com/Natalia Benjamin, EdS is the Director of Multilingual Learning for Rochester Public Schools and prior to that, she taught high school Ethnic Studies and Multilingual Learners in Rochester, MN. She is dually licensed in K-12 ESL and reading and holds a master′s degree in Language Acquisition and Teaching. She advocates for multilingual and multicultural education and is part of the Facing Inequities and Racism in Education - Racial Equity Advocates (FIRE-REA) program. She is also a trainer in Cultural Competency for Education Minnesota. She has been a member of several organizations that support teachers and students: Education Minnesota League of Latinx Educators, Employees of Color Resource Group and Rochester Education Association for her district, and the Women Issues Committee for the National Education Association. She is passionate about the liberation of marginalized students and works on important issues such as identity work, Heritage Speakers, and humanizing pedagogies in education. She is an active member of MinneTESOL and TESOL, and was named Minnesota Teacher of the Year in August, 2021. She has presented at the MELED conference in Minnesota, WITESOL conference, the WIDA conference and the MCTLC conference in Minnesota. She also works with districts nationwide to provide professional development and keynotes on multilingual learning topics.

"There is an emerging trend to challenge current language learning settings and to dismantle linguistic supremacy, but there is a lack of clear, accessible translation of these ideas into meaningful, teacher-friendly resources. This book accomplishes just that!"

• DedicationAcknowledgementsPrefaceHow to Use This BookA Note on TerminologyPart A: A Liberatory Approach to Language and Literacy in the ClassroomChapter 1: It’s Time to Do Better - Moving beyond binary thinking about language in the classroomEmbracing Our Polarized Commitments: Finding Middle GroundPositioning LILA: Challenging a Few of the “Fundamentals”Language Teaching and Learning“Additive” Approaches to Language InstructionCode-SwitchingUse of the Term “Academic Language”The “Haley’s Comet Effect” in EducationPart B: Language of Identity: Practical Applications of TheoryChapter 2: Foundations in the Language of Identity and CriticalityLanguage of Identity and CriticalityUsing Foundational Theoretical and Conceptual FrameworksCulturally Responsive Pedagogies: Identity and Criticality Historically Responsive LiteracyTranslanguagingRaciolinguistic IdeologiesCommunity Cultural WealthWindows, Mirrors, and Sliding Glass DoorsBackground on Language DomainsChapter 3: Building the Language of Identity: Practical Applications of the Theory of TranslanguagingWhat is Translanguaging?Using Mentor TextsChapter 4: Building the Language of Identity and Criticality: Practical Applications of Community Cultural WealthWhat is Communtity Cultural Wealth?Chapter 5: Building the Language of Identity and Criticality: Practical Applications of Language OrientationsWhat are Language Orientations?Orientations as a Text Analysis ToolPart C: Language of Access: Practical Applications of TheoryChapter 6: Foundations in the Language of AccessFunctionalism and the Levels of LanguagePlanning for Functional Language Instruction through NoticingNoticing at the Word Level: PhonologyForecasting TextWord-Level Text ScanningSentence-Level Text Scanning.Discourse-Level Text Scanning.Avoiding Unintentional Language AssessmentDesigning Targeted Language AssessmentsChapter 7: Building the Language of Access: Practical Applications for Teaching Word-Level LanguageMorphologyWord-Level Access Language Objective (ALO) GuideChapter 8: Building the Language of Access: Practical Applications for Teaching Sentence-Level LanguageSentence-Level Access Language ObjectivesChapter 9: Building the Language of Access: Practical Applications for Teaching Discourse-Level LanguageDiscourse-Level Access Language ObjectivesPart D: LILA: Putting it all TogetherChapter 10: Planning for LILA in the classroomClassroom Inventory: Language of Identity and CriticalityClassroom Inventory: Language of AccessLILA School-Wide Inventory