From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners

Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, EdD, is associate dean and professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 18 years, she has been presenting at conferences across the United States, Canada, China, Denmark, Great Britain, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014) and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), seven of which are Corwin bestsellers. She is a contributing author of Breaking Down the Wall: Essential shifts for English learner success (2020). Maria G. Dove, Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K-12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of culturally and linguistically diverse students. She has published numerous books, articles, and book chapters on collaborative teaching practices and instructional strategies for English learners. With Andrea Honigsfeld, she coauthored four best-selling Corwin Press books, Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Co-Teaching for English Learners: A Guide to Collaborative Co-Planning, Co-Teaching, Co-Assessment, and Reflection (2018) and their latest volume, the second edition of their 2010 best seller, Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019). Audrey Cohan, EdD, is the senior dean for research and scholarship at Molloy College, Rockville Centre, New York. She has been at Molloy College for twenty-six years, during which time she served as professor, chairperson of the Education Department, and interim dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate and graduate programs and is currently teaching Critical Issues at the doctoral level for the EdD program, Leadership for Diverse Learning Communities. She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book was published in 1995 titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators. This coauthored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan coedited a five-volume Breaking the Mold of Education series about educational innovation with Dr. Andrea Honigsfeld. She has published numerous peer-reviewed articles about English language learners including Differentiating Between Learning Disabilities and Typical Second Language Acquisition: A Case Study and Piloting a Pre-referral Data Collection Tool: A Documentary Account, as she has New York State certification in special education and TESOL. The textbook published in 2016, Serving English Language Learners, earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other coauthored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America's Peace-Minded Educator: John Dewey (2016), and Team Up, Speak Up, Fire Up!: Educators, Students, and the Community Working Together to Support English Learners (2020). Dr. Cohan is also the principal investigator of a National Science Foundation (NSF) Robert Noyce grant for $1,450,000, which is designed to recruit bilingual STEM teachers for high-needs schools. While at Molloy College, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Research Award, and the Distinguished Service Award. Carrie L. McDermott Goldman, Ed.D., is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL. She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators. Throughout the pandemic, she also created and implemented an online teaching mentoring program. She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners, co-authored chapter with Andrea Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); Positive outcomes for ELs in an Integrated Social Studies Class, co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); Classroom Management for Culturally and Linguistically Diverse Learners co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class (2021) in New York State ASCD Impact Journal.

Title: From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners

Author: McDermott Goldman, Carrie,Cohan, Audrey F.,Dove, Maria G.,Honigsfeld, Andrea

ISBN: 9781071855065

Binding:

Publisher: SAGE Publications Inc

Publication Date: 2021-10-15

Number of Pages: 120

Weight: 0.3581 kg

As someone who has been immersed in the depths of assessment equity for multilingual learners my entire professional career, on a personal level, I am elated to see equity become a mantra being heralded across educational contexts. The mission now becomes for every educator to fulfill its call. Honigsfeld, Dove, Cohan, and Goldman take on this challenge by concretizing the abstractness of equity through student portraits and actionable steps. Together the authors illustrate that in making equity student-centered, educators can be best positioned to leverage the resources of our multilingual learners. -- Margo Gottlieb, Co-founder and Lead Developer
This book engages teachers in embracing the diversity of multilingual learners and focusing relentlessly on equity. Where the pandemic has demonstrated many of the cultural and linguistic barriers that have plagued our nation for generations, this contribution (including its richly detailed sketch notes, student portraits, and sequence of equity moves), shows us how to remove these barriers in a practical and even inspirational way. -- Debbie Zacarian
This team of authors has brilliantly captured the urgency of the moment as we transition out of the COVID-19 pandemic and collectively seek to advance equity and opportunity for multilingual leaners in our schools. From preservice teachers to veteran educators and leaders, along with an array of stakeholders committed to advancing equity for MLs, each reader will find inspiration, practical tools, and a variety of resources to challenge old ways of thinking and doing while providing actionable insight into the possibilities ahead. The easy-to-flow of the book, real-life examples, and reflection prompts will captivate readers and inspire action. -- Pamela Schwallier

From Equity Insights to Action is so much more than a resource textbook that should be in the hands of every educator, filled with dog-eared corners and post-it notes for easy reference. It is a call to action, a reminder of the impact we can make in the lives of others and a collection of heartfelt anecdotes that remind all educational professionals of why we begin this journey. This read provides practical advice, reflection guides and the ability to transform our practice to provide immediate tools for implementation of strategies. Thank you for your voice and your passion.

-- Stephanie MacIntosh
We can and must do better and this is the perfect time to do so. The authors provide the pathway forward to an equity based education for all students in a post pandemic world. The chapters are well scaffolded, engaging and reflective inviting educators to celebrate and embrace culturally responsive, student inspired classrooms. -- Lois Baldwin
From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners is a timely reframing from deficient mindset to an asset based viewpoint. Students come with a wealth of experiences, skills, and knowledge; it is our job as educators to connect with out students and see how we can build on their talents. -- Aimee Daddi
From Equity Insights to Action is a timely and valuable resource that reflects on the impacts of the COVID-19 pandemic while simultaneously imagining a better, more equitable educational landscape for multilingual learners. Each chapter offers a unique metaphor that helps the reader to conceptualize how to leverage insights gained from pandemic teaching and recalibrate what is not serving our marginalized populations. The authors describe opportunities to shift mindsets, change practices, and take action in addition to encouraging reflective questioning about where change is needed. The magnitude of the work is substantial and this resource offers solutions and hope for educators who are ready to make a difference. -- Katie Toppel, K-5 English Language Development Specialist
This book is a timely and necessary addition to every educator's bookshelf. I love how the chapters are organized with justifications, student portraits, multiple pathways for approaching equity critically, and resources/ tools. I appreciated all of the checklists and questions to ask myself. I am certain I will wear the ink off of the pages quickly! -- Sherry Liptak
The call to address inequities in schools has never been louder nor more urgent, particularly for multilingual learners (MLs), whose voices have been muted for too long. To respond to this call requires a methodical, deliberate approach to classroom practice that is intimately shaped by the diverse assets our students bring to the table. The authors offer a clear path forward for educators who are ready to leave unjust practices of the past behind and move toward an equitable future for MLs. -- Alycia Owen
As I read this text, I was captivated by the call to action. All learners need these practical suggestions so that educators can meet them where they are and make curriculum culturally relevant to ALL students. Curriculum and education environments should mirror, as well as highlight, diversity, and oftentimes multilingual learners and students of color do not see themselves represented. From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners shines a light on this urgent need to focus on equity and embrace diversity. -- Laurea Myers
As an advocate for multilingual children, I found From Equity Insights to Action to be both profound and practical. This is a book that is relevant to the times we live in and is much needed. These authors push us to think critically about the issues at hand. Not to mention the layout is lovely, and the graphics are captivating as well. -- Valentina Gonzalez
From Equity Insights to Action is an extremely useful and timely book about lessons learned from the pandemic and moving forward with a new vision of providing equitable practices for MLs. The authors deliver their promise as reflected in the title and in the introductory chapter by laying out pathways for approaching equity through actionable research-based practices and strategies that teachers can use to amplify, accelerate, and empower MLs. The personal accounts, reflections, sketch notes, authentic examples from classrooms allow the reader to experience an educational world of equity and justice where MLs have the potential to succeed because they are given everything they need to thrive. -- Vicky Giouroukakis, Professor of Education
From Equity Insights to Action is focused on impacting systematic change by addressing issues that our Multilingual Learners have faced and are currently facing now more than ever. This book not only presents research-based supports through an equity-lens, but readers will dive deep into critical reflection that will challenge all notions. This book provides practical and valuable approaches that guide open and honest conversations with educators. As a Director of English Learning, working with teams and systems, I found that The Equity in Action sections were valuable in providing educators with practical, real-life examples of how we can put equity practices into action. With beautiful illustrations, guiding resources, and real-life student encounters, readers are left with inspiration!

-- Shadia Salem, Director of English Learning
From Equity Insights to Action is an urgent call for educators to understand who multilingual learners are, what equity in the classroom looks like, how to perform equity work in schools, and, most importantly, why it all matters in this critical pandemic era. Andrea Honigsfeld, Maria Dove, Audrey Cohan, and Carrie McDermott Goldman convince readers of the importance of appreciating and building on the strengths and abilities that multilingual learners bring to the classroom. The authors go beyond teaching and learning strategies by also including sections on advocacy, reflections, and actions, along with chapters on assessment and teacher-student relationship-building. Beautifully written and creatively illustrated, this book should be read by all practitioners committed to equity in our increasingly diverse society, schools, and classrooms. -- Allison Roda

The beauty of the judicious book From Equity Insights to Action, Critical Strategies for Teaching Multilingual Learners is that it functions both as a robust resource and urgent clarion call to action. The book aims for research informed and evidence-based teaching while envisioning and embracing educational equity for multilingual learners (MLs). From Equity Insights to Action paints in vivid colors the fight for a world of equity in classrooms, schools, and communities across America. Practical strategies are internalized through purposeful reflection; strategies for curriculum recalibration intertwine with the social-emotional dimensions of learning. Vivid student portraits, setting contexts and evocative reflective questions lead the readers on a profound path of self-examination and self-discovery. This book transcends the distance between personal insights, individual growth, and action-oriented processes beyond classrooms

-- Dr. Jasmin Bey Cowin