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.

As a practitioner who has worked with English Learners (ELs) for more than twenty-five years, English Language Learners: The Power of Culturally Relevant Pedagogies is extremely helpful when looking for ways to include culturally responsive approaches when teaching our ELs. The topics in this book cover understanding the needs of ELs, validity in assessing, best practices for working with undocumented immigrant children, and using culturally responsive social emotional learning pedagogy with ELs. This book will become a favorite for all engaged in this field to help build their knowledge, skills, and dispositions in creating educational spaces where English Learners will thrive and succeed.

• AcknowledgmentsIntroductionJancarlos J. Wagner-RomeroChapter 1. Providing Effective Learning Environments for English Learners through Practicing Care Theory and Understanding IdentitiesSoYoung KangChapter 2. Moving Toward Coherent and Collaborative Coaching for Linguistically Responsive TeachingMonica S. Yoo, Leslie Grant, Lisa Fetman, and Veronica GarzaChapter 3. Working with Undocumented Immigrant Students: Developing and Sustaining Longstanding RelationshipsJames Cohen, Magdalena Haro, Sarah Heinz, and Thalia MarronChapter 4. Assessing the English Language LearnerAmy Van BurenChapter 5. Transforming Pre-Service Teacher Education: Culturally Responsive Teaching through Multicultural Children’s Literature as a Vehicle of Social Change for English Language LearnersSunyung SongChapter 6. Recognizing Embodied Histories and Intersectionality of Students of Color in Language TeachingBrianna R. Ramirez and Ruby OsoriaChapter 7. The Future Is Multilingual: Chicanafuturism as Curriculum for English Language LearnersJim L. Hollar and Jesslyn R. HollarChapter 8. A Critical Multicultural Analysis of English Learners in PicturebooksAmina ChaudhriChapter 9. Assessment of English Learners: Adopting a Cultural Validity Assessment FrameworkEric J. López and Esther GarzaChapter 10. Grade Level Placement of English Language Learners: Legal and Ethical ConsiderationsMariola KrolChapter 11. Characteristics of English LearnersDaniela DiGregorioChapter 12. Fluidity of Diversity: Reshaping How Educators Understand English Language Learners’ Needs in the ClassroomDorota Silber-Furman and Andrea Arce-TrigattiChapter 13. Serving English Language Learners with Exceptional and Diverse NeedsSrimani ChakravarthiChapter 14. Effective Learning Environments for English LearnersAbbey BachmannChapter 15. Culturally Responsive Social-Emotional Learning for ELL Students with Limited or Interrupted Formal EducationJessica Furrer and Sara Castro-OlivoAbout the EditorsAbout the Contributors

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.

As a practitioner who has worked with English Learners (ELs) for more than twenty-five years, English Language Learners: The Power of Culturally Relevant Pedagogies is extremely helpful when looking for ways to include culturally responsive approaches when teaching our ELs. The topics in this book cover understanding the needs of ELs, validity in assessing, best practices for working with undocumented immigrant children, and using culturally responsive social emotional learning pedagogy with ELs. This book will become a favorite for all engaged in this field to help build their knowledge, skills, and dispositions in creating educational spaces where English Learners will thrive and succeed.

• AcknowledgmentsIntroductionJancarlos J. Wagner-RomeroChapter 1. Providing Effective Learning Environments for English Learners through Practicing Care Theory and Understanding IdentitiesSoYoung KangChapter 2. Moving Toward Coherent and Collaborative Coaching for Linguistically Responsive TeachingMonica S. Yoo, Leslie Grant, Lisa Fetman, and Veronica GarzaChapter 3. Working with Undocumented Immigrant Students: Developing and Sustaining Longstanding RelationshipsJames Cohen, Magdalena Haro, Sarah Heinz, and Thalia MarronChapter 4. Assessing the English Language LearnerAmy Van BurenChapter 5. Transforming Pre-Service Teacher Education: Culturally Responsive Teaching through Multicultural Children’s Literature as a Vehicle of Social Change for English Language LearnersSunyung SongChapter 6. Recognizing Embodied Histories and Intersectionality of Students of Color in Language TeachingBrianna R. Ramirez and Ruby OsoriaChapter 7. The Future Is Multilingual: Chicanafuturism as Curriculum for English Language LearnersJim L. Hollar and Jesslyn R. HollarChapter 8. A Critical Multicultural Analysis of English Learners in PicturebooksAmina ChaudhriChapter 9. Assessment of English Learners: Adopting a Cultural Validity Assessment FrameworkEric J. López and Esther GarzaChapter 10. Grade Level Placement of English Language Learners: Legal and Ethical ConsiderationsMariola KrolChapter 11. Characteristics of English LearnersDaniela DiGregorioChapter 12. Fluidity of Diversity: Reshaping How Educators Understand English Language Learners’ Needs in the ClassroomDorota Silber-Furman and Andrea Arce-TrigattiChapter 13. Serving English Language Learners with Exceptional and Diverse NeedsSrimani ChakravarthiChapter 14. Effective Learning Environments for English LearnersAbbey BachmannChapter 15. Culturally Responsive Social-Emotional Learning for ELL Students with Limited or Interrupted Formal EducationJessica Furrer and Sara Castro-OlivoAbout the EditorsAbout the Contributors

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.

As a practitioner who has worked with English Learners (ELs) for more than twenty-five years, English Language Learners: The Power of Culturally Relevant Pedagogies is extremely helpful when looking for ways to include culturally responsive approaches when teaching our ELs. The topics in this book cover understanding the needs of ELs, validity in assessing, best practices for working with undocumented immigrant children, and using culturally responsive social emotional learning pedagogy with ELs. This book will become a favorite for all engaged in this field to help build their knowledge, skills, and dispositions in creating educational spaces where English Learners will thrive and succeed.

• AcknowledgmentsIntroductionJancarlos J. Wagner-RomeroChapter 1. Providing Effective Learning Environments for English Learners through Practicing Care Theory and Understanding IdentitiesSoYoung KangChapter 2. Moving Toward Coherent and Collaborative Coaching for Linguistically Responsive TeachingMonica S. Yoo, Leslie Grant, Lisa Fetman, and Veronica GarzaChapter 3. Working with Undocumented Immigrant Students: Developing and Sustaining Longstanding RelationshipsJames Cohen, Magdalena Haro, Sarah Heinz, and Thalia MarronChapter 4. Assessing the English Language LearnerAmy Van BurenChapter 5. Transforming Pre-Service Teacher Education: Culturally Responsive Teaching through Multicultural Children’s Literature as a Vehicle of Social Change for English Language LearnersSunyung SongChapter 6. Recognizing Embodied Histories and Intersectionality of Students of Color in Language TeachingBrianna R. Ramirez and Ruby OsoriaChapter 7. The Future Is Multilingual: Chicanafuturism as Curriculum for English Language LearnersJim L. Hollar and Jesslyn R. HollarChapter 8. A Critical Multicultural Analysis of English Learners in PicturebooksAmina ChaudhriChapter 9. Assessment of English Learners: Adopting a Cultural Validity Assessment FrameworkEric J. López and Esther GarzaChapter 10. Grade Level Placement of English Language Learners: Legal and Ethical ConsiderationsMariola KrolChapter 11. Characteristics of English LearnersDaniela DiGregorioChapter 12. Fluidity of Diversity: Reshaping How Educators Understand English Language Learners’ Needs in the ClassroomDorota Silber-Furman and Andrea Arce-TrigattiChapter 13. Serving English Language Learners with Exceptional and Diverse NeedsSrimani ChakravarthiChapter 14. Effective Learning Environments for English LearnersAbbey BachmannChapter 15. Culturally Responsive Social-Emotional Learning for ELL Students with Limited or Interrupted Formal EducationJessica Furrer and Sara Castro-OlivoAbout the EditorsAbout the Contributors