Ashraf Esmail is an 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. 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. 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 30 years of teaching in higher education and is Nationally Board-Certified Counselor and National Board-Certified School Counselor.Judith Blakely serves in the role of Academic Coordinator at Walden University and works to serve 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. 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, in Las Cruces, New Mexico, USA. He was President (2016 to 2018) of the National Association for Multicultural Education (NAME), a premier organization advocating for equity and social justice, which he helped found in 1990.

This book provides strong, diverse context that supports educators in driving theory to practice when engaging with English Language Learners. It unpacks where these students have been, where they are, but more importantly, where they can go when educators have cultivated the desperately needed knowledge, skillsets, and dispositions for advancing equity for this group of learners.

• Introduction Using Your Authentic Voice Through Language, by Camacia Smith-RossAcknowledgementsChapter 1Beyond the Strategies: Supporting English Language Learners, by David ParkerChapter 2Negotiating Possibilities for Teaching English Learners: A Critical Conversation Between Language Separationand Translanguaging, by Kevin DonleyChapter 3Improving Mathematics Outcomes for English Language Learners Through Implementation of the Elementary Mathematics Initiative, by Cliff Chestnutt and Andrea SmithChapter 4Evolving the Language We Use: Interrupting Deficit Narratives About Multilingual Learners and Emergent Bilingual Students, by Leah M. MortensonChapter 5English Language Bilingualism, by Judith A. Orth and Kathleen M. HargissChapter 6Positioning English Language Learners for Mathematical Success, by Erin SmithChapter 7Educational Journeys: Youth Voices as the Impetus for Social Justice Curriculum in Latinx Multilingual Classrooms, by Rubén A. GonzálezChapter 8Linking Multicultural Education With Best Practices for Multilingual Students, by Renee Shank and Lin WuChapter 9Beyond Language: A Sociocultural Approach to K–12 English Language Teaching and Learning, by Immaculée HarushimanaChapter 10Becoming “Talent Scouts”: Identifying Gifted Potential in English Learners, by Holly D. Glaser and Erica C. MeadowsChapter 11Introducing Translanguaging as Pedagogy: Unpacking Preservice ESL Teachers’ Language Ideologies and Practices, by Nuo Xu and Verónica E. ValdezChapter 12Characteristics of English Language Learners, by Nan Li and Courtney A. HowardChapter 13A Need for Taiwanese Indigenous Immigrant Literature, by Hsiao-Ching Lin and Antonette AragónChapter 14Lessons and Transformations From the Borderlands: Preparing Educators to Support Emerging Bilinguals, by Michele L. McConnell and Kelly Metz-MatthewsChapter 15Strategies for Moving From Learning English, Bilingual Education to a More Inclusive Multilingual Education, by Georgina Y. García and Jan Perry EvenstadChapter 16Real Teachers Teaching Real Students: Where Theory Meets Practice—Learning English in Secondary Schools, by Glori Hodge SmithChapter 17Creating Social Change for English Language Learners by Improving Access to Grade-Level Instruction, by Charity Funfe Tatah Mentan, Darrell Peterson, Yi-Chen Wu, Kristin Kline Liu, and Kym O’DonnellChapter 18Binds and Unravels: Science Teachers Deepening Learning for English Language Learners, by Analis Carattini-RuizAbout the ContributorsAbout the Editors

Ashraf Esmail is an 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. 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. 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 30 years of teaching in higher education and is Nationally Board-Certified Counselor and National Board-Certified School Counselor.Judith Blakely serves in the role of Academic Coordinator at Walden University and works to serve 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. 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, in Las Cruces, New Mexico, USA. He was President (2016 to 2018) of the National Association for Multicultural Education (NAME), a premier organization advocating for equity and social justice, which he helped found in 1990.

This book provides strong, diverse context that supports educators in driving theory to practice when engaging with English Language Learners. It unpacks where these students have been, where they are, but more importantly, where they can go when educators have cultivated the desperately needed knowledge, skillsets, and dispositions for advancing equity for this group of learners.

• Introduction Using Your Authentic Voice Through Language, by Camacia Smith-RossAcknowledgementsChapter 1Beyond the Strategies: Supporting English Language Learners, by David ParkerChapter 2Negotiating Possibilities for Teaching English Learners: A Critical Conversation Between Language Separationand Translanguaging, by Kevin DonleyChapter 3Improving Mathematics Outcomes for English Language Learners Through Implementation of the Elementary Mathematics Initiative, by Cliff Chestnutt and Andrea SmithChapter 4Evolving the Language We Use: Interrupting Deficit Narratives About Multilingual Learners and Emergent Bilingual Students, by Leah M. MortensonChapter 5English Language Bilingualism, by Judith A. Orth and Kathleen M. HargissChapter 6Positioning English Language Learners for Mathematical Success, by Erin SmithChapter 7Educational Journeys: Youth Voices as the Impetus for Social Justice Curriculum in Latinx Multilingual Classrooms, by Rubén A. GonzálezChapter 8Linking Multicultural Education With Best Practices for Multilingual Students, by Renee Shank and Lin WuChapter 9Beyond Language: A Sociocultural Approach to K–12 English Language Teaching and Learning, by Immaculée HarushimanaChapter 10Becoming “Talent Scouts”: Identifying Gifted Potential in English Learners, by Holly D. Glaser and Erica C. MeadowsChapter 11Introducing Translanguaging as Pedagogy: Unpacking Preservice ESL Teachers’ Language Ideologies and Practices, by Nuo Xu and Verónica E. ValdezChapter 12Characteristics of English Language Learners, by Nan Li and Courtney A. HowardChapter 13A Need for Taiwanese Indigenous Immigrant Literature, by Hsiao-Ching Lin and Antonette AragónChapter 14Lessons and Transformations From the Borderlands: Preparing Educators to Support Emerging Bilinguals, by Michele L. McConnell and Kelly Metz-MatthewsChapter 15Strategies for Moving From Learning English, Bilingual Education to a More Inclusive Multilingual Education, by Georgina Y. García and Jan Perry EvenstadChapter 16Real Teachers Teaching Real Students: Where Theory Meets Practice—Learning English in Secondary Schools, by Glori Hodge SmithChapter 17Creating Social Change for English Language Learners by Improving Access to Grade-Level Instruction, by Charity Funfe Tatah Mentan, Darrell Peterson, Yi-Chen Wu, Kristin Kline Liu, and Kym O’DonnellChapter 18Binds and Unravels: Science Teachers Deepening Learning for English Language Learners, by Analis Carattini-RuizAbout the ContributorsAbout the Editors

Ashraf Esmail is an 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. 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. 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 30 years of teaching in higher education and is Nationally Board-Certified Counselor and National Board-Certified School Counselor.Judith Blakely serves in the role of Academic Coordinator at Walden University and works to serve 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. 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, in Las Cruces, New Mexico, USA. He was President (2016 to 2018) of the National Association for Multicultural Education (NAME), a premier organization advocating for equity and social justice, which he helped found in 1990.

This book provides strong, diverse context that supports educators in driving theory to practice when engaging with English Language Learners. It unpacks where these students have been, where they are, but more importantly, where they can go when educators have cultivated the desperately needed knowledge, skillsets, and dispositions for advancing equity for this group of learners.

• Introduction Using Your Authentic Voice Through Language, by Camacia Smith-RossAcknowledgementsChapter 1Beyond the Strategies: Supporting English Language Learners, by David ParkerChapter 2Negotiating Possibilities for Teaching English Learners: A Critical Conversation Between Language Separationand Translanguaging, by Kevin DonleyChapter 3Improving Mathematics Outcomes for English Language Learners Through Implementation of the Elementary Mathematics Initiative, by Cliff Chestnutt and Andrea SmithChapter 4Evolving the Language We Use: Interrupting Deficit Narratives About Multilingual Learners and Emergent Bilingual Students, by Leah M. MortensonChapter 5English Language Bilingualism, by Judith A. Orth and Kathleen M. HargissChapter 6Positioning English Language Learners for Mathematical Success, by Erin SmithChapter 7Educational Journeys: Youth Voices as the Impetus for Social Justice Curriculum in Latinx Multilingual Classrooms, by Rubén A. GonzálezChapter 8Linking Multicultural Education With Best Practices for Multilingual Students, by Renee Shank and Lin WuChapter 9Beyond Language: A Sociocultural Approach to K–12 English Language Teaching and Learning, by Immaculée HarushimanaChapter 10Becoming “Talent Scouts”: Identifying Gifted Potential in English Learners, by Holly D. Glaser and Erica C. MeadowsChapter 11Introducing Translanguaging as Pedagogy: Unpacking Preservice ESL Teachers’ Language Ideologies and Practices, by Nuo Xu and Verónica E. ValdezChapter 12Characteristics of English Language Learners, by Nan Li and Courtney A. HowardChapter 13A Need for Taiwanese Indigenous Immigrant Literature, by Hsiao-Ching Lin and Antonette AragónChapter 14Lessons and Transformations From the Borderlands: Preparing Educators to Support Emerging Bilinguals, by Michele L. McConnell and Kelly Metz-MatthewsChapter 15Strategies for Moving From Learning English, Bilingual Education to a More Inclusive Multilingual Education, by Georgina Y. García and Jan Perry EvenstadChapter 16Real Teachers Teaching Real Students: Where Theory Meets Practice—Learning English in Secondary Schools, by Glori Hodge SmithChapter 17Creating Social Change for English Language Learners by Improving Access to Grade-Level Instruction, by Charity Funfe Tatah Mentan, Darrell Peterson, Yi-Chen Wu, Kristin Kline Liu, and Kym O’DonnellChapter 18Binds and Unravels: Science Teachers Deepening Learning for English Language Learners, by Analis Carattini-RuizAbout the ContributorsAbout the Editors