Amy J. Heineke – författare

Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students’ learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.

Learn how to put children's diverse and storied experiences at the center of the curriculum. Schools are more diverse than ever before, but the texts and materials that typify classroom curricula continue to prioritize so-called mainstream stories and perspectives. These canonical texts often exclude the nuanced identities and rich lived experiences of the very children sitting in today's classrooms. But kids thrive when they see themselves in texts and learn about the world around them by connecting with the experiences of others. Based on the authors' work with elementary school teachers over the last decade, this resource offers strategies for moving away from canonical texts. The authors present a four-part framework for selecting, using, and engaging students with texts that promote children's identity development, literacy engagement and comprehension, and learning across the content areas. The practical text provides guidance for setting learning goals that align with relevant standards and curricular directives, as well as classrooms examples, teaching strategies, and reflective questions. Book Features:An actionable way for teachers to move from theory to practice, using what we know about culturally relevant practice and critical literacy to create instruction that enhances children's classroom experiences and learning. An inclusive and intersectional approach that supports all teachers in enhancing their classroom libraries and curricular resources for the benefit of all students. Specific ideas for texts and authors, as well as more generalizable themes and ideas that will guide future exploration and use of texts in classrooms. Tangible strategies and rich classrooms examples from 20 expert teachers spanning diverse elementary school settings. Reflective questions to help practitioners personalize the content to their own contexts.

Learn how to put children's diverse and storied experiences at the center of the curriculum. Schools are more diverse than ever before, but the texts and materials that typify classroom curricula continue to prioritize so-called mainstream stories and perspectives. These canonical texts often exclude the nuanced identities and rich lived experiences of the very children sitting in today's classrooms. But kids thrive when they see themselves in texts and learn about the world around them by connecting with the experiences of others. Based on the authors' work with elementary school teachers over the last decade, this resource offers strategies for moving away from canonical texts. The authors present a four-part framework for selecting, using, and engaging students with texts that promote children's identity development, literacy engagement and comprehension, and learning across the content areas. The practical text provides guidance for setting learning goals that align with relevant standards and curricular directives, as well as classrooms examples, teaching strategies, and reflective questions. Book Features:An actionable way for teachers to move from theory to practice, using what we know about culturally relevant practice and critical literacy to create instruction that enhances children's classroom experiences and learning. An inclusive and intersectional approach that supports all teachers in enhancing their classroom libraries and curricular resources for the benefit of all students. Specific ideas for texts and authors, as well as more generalizable themes and ideas that will guide future exploration and use of texts in classrooms. Tangible strategies and rich classrooms examples from 20 expert teachers spanning diverse elementary school settings. Reflective questions to help practitioners personalize the content to their own contexts.

This book brings together the work of those implementing, using, or researching the Seal of Biliteracy (SoBL) in higher education contexts. Book chapters detail how various institutions of higher education (IHEs) are leveraging their state’s SoBL policy and/or the Global SoBL to promote biliteracy within and across communities. In all 50 United States, high school graduates can earn a state SoBL, which is noted on the high school transcript to certify the ability to read, write, speak, and listen in more than one language. An increasing number of IHEs recognize the SoBL, and evidence suggests that such policies can serve as a recruitment tool, boost enrollment in modern language departments, and facilitate placement into modern language coursework. This book provides examples of how IHEs can implement the state SoBL, the Global SoBL, or their own recognition to recognize students’ multilingualism, boost enrollment, enhance practice, and nurture biliteracy in their communities. The research-based examples in each chapter provide robust examples of how IHEs can leverage the SoBL to increase equity and access to higher education for multilingual students.This book targets educators, leaders, policymakers, and researchers interested in collaborating to enhance multilingualism in their communities. Whether working in K-12 schools or IHEs, readers can learn about potential avenues to expand pipelines, partnerships, and possibilities for learners to earn and benefit from a SoBL.

This book brings together the work of those implementing, using, or researching the Seal of Biliteracy (SoBL) in higher education contexts. Book chapters detail how various institutions of higher education (IHEs) are leveraging their state’s SoBL policy and/or the Global SoBL to promote biliteracy within and across communities. In all 50 United States, high school graduates can earn a state SoBL, which is noted on the high school transcript to certify the ability to read, write, speak, and listen in more than one language. An increasing number of IHEs recognize the SoBL, and evidence suggests that such policies can serve as a recruitment tool, boost enrollment in modern language departments, and facilitate placement into modern language coursework. This book provides examples of how IHEs can implement the state SoBL, the Global SoBL, or their own recognition to recognize students’ multilingualism, boost enrollment, enhance practice, and nurture biliteracy in their communities. The research-based examples in each chapter provide robust examples of how IHEs can leverage the SoBL to increase equity and access to higher education for multilingual students.This book targets educators, leaders, policymakers, and researchers interested in collaborating to enhance multilingualism in their communities. Whether working in K-12 schools or IHEs, readers can learn about potential avenues to expand pipelines, partnerships, and possibilities for learners to earn and benefit from a SoBL.

Re-envisioning the role, impact, and goals of teacher education programs, this volume immerses readers in the inner workings of an innovative, field-based teacher preparation program in Chicago. Grounded in sociocultural theory, the book documents how teacher educators, school and community partners, and teacher candidates in the program confront challenges and facilitate their students’ learning, development, and achievement. By successfully and collaboratively developing instructional partnerships and embedding programs in urban schools and communities, the contributors demonstrate that it is possible to break the conventional mold of teacher education and better prepare the next generation of teachers.

A roadmap for enhancing students' equitable access to biliteracy developmentMonolingual ideologies have driven US educational policy for centuries. Despite the benefits of multilingualism, policies have often prioritized English and reduced children's access to their home languages. The "Seal of Biliteracy" is a language education policy that recognizes students' proficiency in two languages as a mechanism for nurturing students' bilingualism and growing the United States' multilingual capacity. Since its inception, the Seal of Biliteracy has become a national program that has been extended into elementary and middle schools as pathway awards—benchmarks signaling that younger students are on the pathway to receiving the Seal of Biliteracy.Pathways to the Seal of Biliteracy provides foundational understandings, practical examples, and key levers necessary to help parents, educators, and policymakers understand and implement pathways to biliteracy in schools. Situating the program within broader bilingual, heritage, and world language education systems, Amy J. Heineke and Kristin J. Davin explain the history of bilingualism and language policy in US education, and they outline an accessible and equitable approach to developing successful pathway programs.Pathways to the Seal of Biliteracy will be an invaluable tool for educators, stakeholders, and policymakers looking to nurture multilingualism, advance language programming, and help students achieve the Seal of Biliteracy.

A roadmap for enhancing students' equitable access to biliteracy developmentMonolingual ideologies have driven US educational policy for centuries. Despite the benefits of multilingualism, policies have often prioritized English and reduced children's access to their home languages. The "Seal of Biliteracy" is a language education policy that recognizes students' proficiency in two languages as a mechanism for nurturing students' bilingualism and growing the United States' multilingual capacity. Since its inception, the Seal of Biliteracy has become a national program that has been extended into elementary and middle schools as pathway awards—benchmarks signaling that younger students are on the pathway to receiving the Seal of Biliteracy.Pathways to the Seal of Biliteracy provides foundational understandings, practical examples, and key levers necessary to help parents, educators, and policymakers understand and implement pathways to biliteracy in schools. Situating the program within broader bilingual, heritage, and world language education systems, Amy J. Heineke and Kristin J. Davin explain the history of bilingualism and language policy in US education, and they outline an accessible and equitable approach to developing successful pathway programs.Pathways to the Seal of Biliteracy will be an invaluable tool for educators, stakeholders, and policymakers looking to nurture multilingualism, advance language programming, and help students achieve the Seal of Biliteracy.

This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education.

This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education.

As the most restrictive language policy context in the United States, Arizona’s monolingual and prescriptive approach to teaching English learners continues to capture international attention. More than five school years after initial implementation, this study uses qualitative data from the individuals doing the policy work to provide a holistic picture of the complexities and intricacies of Arizona’s language policy in practice. Drawing on the varied perspectives of teachers, leaders, administrators, teacher-educators, lawmakers and community activists, the book examines the lived experiences of those involved in Arizona’s language policy on a daily basis, highlighting the importance of local perspectives and experiences as well as the need to prepare and professionalize teachers of English learners.

Understanding by Design® (UbD) is an internationally renowned curriculum development framework that has been used by educators across the world for more than three decades. The key ideas of the UbD framework are contained in its title: 1) prioritize the development of in-depth understandings to facilitate transfer for real-world applications; and 2) apply a three-stage design process for creating curricula toward those ends. Though most widely used in K-12 schools, UbD can be applied to guide postsecondary faculty in designing courses to deepen students’ understanding and promote transfer in professional settings. Given the reality that most higher education faculty have little to no preparation in designing curriculum, the practical three-stage backward design framework can support them in applying their disciplinary expertise to develop coursework for deeper learning and transfer. The goal of this book is to support faculty in thoughtfully designing coursework that prioritizes students’ understanding, incorporates authentic and engaging assessments, and encourages active learning for understanding and transfer beyond the college classroom. Rather than recycling old syllabi or simply covering the chapters of a textbook, faculty will learn to harness their rich academic and professional expertise to design meaningful, authentic, and engaging curriculum.

Understanding by Design® (UbD) is an internationally renowned curriculum development framework that has been used by educators across the world for more than three decades. The key ideas of the UbD framework are contained in its title: 1) prioritize the development of in-depth understandings to facilitate transfer for real-world applications; and 2) apply a three-stage design process for creating curricula toward those ends. Though most widely used in K-12 schools, UbD can be applied to guide postsecondary faculty in designing courses to deepen students’ understanding and promote transfer in professional settings. Given the reality that most higher education faculty have little to no preparation in designing curriculum, the practical three-stage backward design framework can support them in applying their disciplinary expertise to develop coursework for deeper learning and transfer. The goal of this book is to support faculty in thoughtfully designing coursework that prioritizes students’ understanding, incorporates authentic and engaging assessments, and encourages active learning for understanding and transfer beyond the college classroom. Rather than recycling old syllabi or simply covering the chapters of a textbook, faculty will learn to harness their rich academic and professional expertise to design meaningful, authentic, and engaging curriculum.