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Culturally responsive teaching for multilingual learners : tools for equity / Sydney Snyder and Diane Staehr Fenner ; foreword by Ayanna Cooper ; sketchnotes by Kate Monick.

By: Snyder, Sydney [author.].
Contributor(s): Fenner, Diane Staehr [author.] | Cooper, Ayanna [writer of foreword.].
Material type: materialTypeLabelBookCopyright date: Thousand Oaks, California : Corwin, ©2021Description: 1 online resource.Content type: text Media type: computer Carrier type: online resourceISBN: 9781071817247 (electronic bk.); 9781071817223 (electronic bk.); 9781071817254 (electronic bk.); 9781544390253.Call No.: LC1099.3 .S626 2021 Subject(s): Culturally relevant pedagogy -- United States | English language -- Study and teaching -- Foreign speakers -- Social aspects | Multilingualism -- United StatesOnline resources: Electronic Resources
Contents:
Why culturally responsive teaching matters -- Building cultural competency -- Operating from an assets-based approach -- Simultaneously supporting and challenging students -- Placing students at the center of the learning -- Leveraging students' linguistic and cultural backgrounds -- Uniting students' schools, families, and communities -- Putting it all together -- Appendix A: Advocacy goal-setting template -- Appendix B: Culturally responsive school checklist and goal setting -- Appendix C: Culturally responsive unit planning template -- Appendix D: Gap activity -- Appendix E: Planning for a new school year reflection tool -- Appendix F: Supporting resources.
Bibliography, etc. Note: Includes bibliographical references and index.Summary: "Despite recent efforts to shift the narrative for our nation's English learners, most of our present policies and practices are indisputably informed by a deficit lens. The very label English learner (or EL) -- a term used both in federal (most recently in ESSA) and local policies -- suggests a deficit in that it focuses on what is lacking (English language proficiency) rather than on an emergent asset (developing multilingualism). This deficit perspective typically permeates all aspects of our country's education system beginning at the classroom level, extending through the culture of schools and districts, and ultimately manifesting itself in misguided legislation and policy such as Proposition 227 in California which effectively prohibited bilingual education for nearly two decades"-- Provided by publisher
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Includes bibliographical references and index.

Why culturally responsive teaching matters -- Building cultural competency -- Operating from an assets-based approach -- Simultaneously supporting and challenging students -- Placing students at the center of the learning -- Leveraging students' linguistic and cultural backgrounds -- Uniting students' schools, families, and communities -- Putting it all together -- Appendix A: Advocacy goal-setting template -- Appendix B: Culturally responsive school checklist and goal setting -- Appendix C: Culturally responsive unit planning template -- Appendix D: Gap activity -- Appendix E: Planning for a new school year reflection tool -- Appendix F: Supporting resources.

"Despite recent efforts to shift the narrative for our nation's English learners, most of our present policies and practices are indisputably informed by a deficit lens. The very label English learner (or EL) -- a term used both in federal (most recently in ESSA) and local policies -- suggests a deficit in that it focuses on what is lacking (English language proficiency) rather than on an emergent asset (developing multilingualism). This deficit perspective typically permeates all aspects of our country's education system beginning at the classroom level, extending through the culture of schools and districts, and ultimately manifesting itself in misguided legislation and policy such as Proposition 227 in California which effectively prohibited bilingual education for nearly two decades"-- Provided by publisher

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