Maria G. Dove – författare

Build collaborative leadership practices that transform outcomes for multilingual learners

The landscape of education is shifting, and multilingual learners now make up a growing portion of classrooms nationwide. Yet too many of these bright, capable students struggle to reach their potential because the adults around them aren't working together effectively. This updated guide shows exactly how to create the collaborative culture multilingual learners need to thrive.

Drawing from extensive research and real-world success stories, bestselling authors Andrea Honigsfeld and Maria Dove present a comprehensive roadmap for transforming your school's approach to supporting multilingual learners. This practical resource meets you where you are and guides you toward where you need to be. The authors understand that creating lasting change requires more than good intentions—it demands strategic leadership, shared vision, and sustained collaboration among all members of the learning community.

This essential guide provides:

The time for isolated approaches to multilingual learner education has passed. This guide empowers educational leaders to create collaborative, inclusive environments where multilingual learners don't just survive—they flourish alongside their peers while developing language and literacy skills.

Empower emergent multilingual learners to thrive with multidimensional strategies that go beyond simple translation

When emergent multilingual learners enter a new classroom, educators often grapple with a complex question: to translate or not to translate? Wait, Don’t Just Translate offers a nuanced approach, moving beyond simple translation as a go-to strategy. Addressing the urgent need to foster true belonging, this book provides K-12 educators with a comprehensive, empathetic approach to honoring students' rich linguistic and cultural heritages without overreliance on translation.

Key features include:

By embracing these inclusive practices, you’ll discover how to create affirming spaces where newcomer and emergent multilingual learners feel safe, valued, and empowered to thrive academically, linguistically, and socially.

New hope for our students who struggle most

Under the best of circumstances meeting the Common Core can be a challenge. But if you’re a teacher of academically or linguistically diverse students—and who isn’t these days—then that “challenge” may sometimes feel more like a “fantasy.” Finally, here are two expert educators who are brave enough, knowledgeable enough, and grounded enough to tackle this issue.

The grades 6-12 follow-up to Dove and Honigsfeld’s best-selling K-5 volume, this outstanding  resource is packed with all the advice, tools, and strategies you need to build struggling learners’ language skills in today’s Common Core climate. Armed with this book, you’ll

Read this book, implement its strategies, and see the benefits for yourself. It may be your best hope for making the standards achievable for all kinds of “uncommon learners”: ELLs, students with disabilities, speakers of nonstandard English, and other struggling students.

“Honigsfeld and Dove provide educators with research, insights, tools, and models for helping diverse students meet and exceed Common Core anchor literacy standards across disciplines. This book is a powerful guide for deepening classroom teaching practices and engaging in professional conversations that foster the enduring learning of content, language, and literacy.” --Jeff Zwiers, Researcher, Stanford University, CA

“Uncommon learners are more common in classrooms than you think. . . .Thankfully, Honigsfeld and Dove show us the way. They pave a path to high expectations that actually shows us how to get there. Filled with examples and ideas, this book will contribute in significant ways to the success that all learners have for decades to come.” --Douglas Fisher, Professor, San Diego State University, CA

The strategies you need to teach common standards to diverse learners

The elementary years are a critical opportunity to help students of all backgrounds meet the demands of the Common Core Standards. In this realistic, thorough book, Maria Dove and Andrea Honigsfeld show how to help every K-5 student, including English Learners, students with disabilities, speakers of nonstandard English, and other struggling learners, meet the Common Core Standards for English Language Arts (ELA).

Educators will find an adaptable approach that ensures all students develop lasting language skills. This resource

Common Core for the Not-So-Common Learner is the standards-based ELA resource that elementary teachers have been waiting for!

"Each anchor standard in all five domains is fully explained with practical, engaging activities that can add fun and learning to any classroom. Readers will feel supported and energized for the challenges ahead, with a toolkit for meeting the needs of all learners." —Elizabeth Gennosa, English/AIS Teacher Sagamore Middle School, Holtsville, NY

"Here's a resource that will make your teaching life easier and support those learners in your classroom who worry you the most." —Dolores Hennessy, Reading Specialist Hill and Plain School, New Milford, CT

“Dove and Honigsfeld's new book arrives at the perfect time as an increasing number of schools move to a collaborative instructional model and are searching for guidance. The authors not only tell us how to effectively collaborate and co-teach to benefit English learners, they actually show us what each component of the collaborative instructional cycle looks and feels like, complemented by innovative video and web content.” —DIANE STAEHR FENNER, Coauthor of Unlocking ELs’ Potential and President of SupportEd

Because teacher collaboration isn’t an option, it’s a MUST! The proof is borne out by any assessment: our non-native speakers learn faster and achieve more when general ed teachers and EL specialists co-plan and co-deliver instruction in the very same classroom. That’s why you’ll want to put Co-Teaching for English Learners at the top of your reading list. Step by step, EL authorities Maria Dove and Andrea Honigsfeld walk you through the entire collaborative instruction cycle, along with seven potential classroom configurations from which to choose. Whether you’re new to co-teaching or just see room for improvement in your practice, this practical handbook delivers every technique and tool you need to make the most of your collaboration, including video footage of co-teaching in action. Inside you’ll find:  • In-depth profiles of the seven models, with detailed descriptions and analyses  • A review of advantages and challenges of each model’s implementation • Clear explanations of each teacher’s role along with self-assessment tools • Tried-and-true strategies for the entire instructional cycle: co-planning, co-instruction, co-assessment, and reflection • Real-life accounts from co-teaching veterans Long gone are the days when our ELs are taught in isolation—and rightfully so. Read Co-Teaching for English Learners, implement its strategies, and soon enough you, too, can set up a learning environment in which all students thrive. 

It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day’s inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn’t change the weather, they couldn’t heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential.

Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners’ Success.

In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It’s a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets.

The authors’ contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners’ potential: 1.       From Deficit-Based to Asset-Based  2.       From Compliance to Excellence  3.       From Watering Down to Challenging  4.       From Isolation to Collaboration  5.       From Silence to Conversation  6.       From Language to Language, Literacy, and Content  7.       From Assessment of Learning to Assessment for and as Learning  8.       From Monolingualism to Multilingualism  9.       From Nobody Cares to Everyone/Every Community Cares   

Much has been written about the cognitive and academic language needs of those learning English as a new language (be it a second language in the United States or other English-speaking countries or as a foreign language in all other parts of the world). Many guidebooks and professional development materials have been produced on teacher collaboration and co-teaching for special education, inclusive classrooms. Similarly, much has been published about effective strategies teachers can use to offer more culturally and linguistically responsive instruction to their language learners. However, only a few resources are available to help general education teachers and ESL (English-as-a-second-language) specialists, or two English-as-aforeign-language (EFL) teachers (such as native and nonnative English speaking) teachers to collaborate effectively.

With this volume, our goal is to offer an accessible resource, long-awaited by educators whose individual instructional practice and/or institutional paradigm shifted to a more collaborative approach to language education. Through this collection of chapters, we closely examine ESL/EFL co-teaching and other collaborative practices by (a) exploring the rationale for teacher collaboration to support ESL/EFL instruction, (b) presenting current, classroom-based, practitioner-oriented research studies and documentary accounts related to co-teaching, co-planning, co-assessing, curriculum alignment, teacher professional development, and additional collaborative practices, and (c) offering authentic teacher reflections and recommendations on collaboration and co-teaching. These three major themes are woven together throughout the entire volume, designed as a reference to both novice and experienced teachers in their endeavors to provide effective integrated, collaborative instruction for EFL or ESL learners. We also intend to help preservice and inservice ESL/EFL teachers, teacher educators, professional developers, ESL/EFL program directors, and administrators to find answers to critical questions.

This edited volume examines co-teaching and integrated service delivery for English learners (ELs). Through research and documentary accounts, it explores the collaborative instructional cycle—co-planning, co-instruction, co-assessment, and reflection practices—of co-taught programs for ELs. This volume presents current, classroom-based, practitioner-oriented research related to all aspects of co-taught programs for ELs and offers authentic evidence and practical recommendations that yield positive outcomes for this student population.