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El. knyga: Innovative Approaches to Teaching Multilingual Students

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This book guides teachers in applying theory to practice for teaching multilingual students. It covers language, literacy, and culture theories, with chapters by practicing teachers sharing innovative methods. It's aimed at TESOL/ESL, bilingual, language immersion, and mainstream teachers, and is valuable for teacher education programs.



The purpose of this book is to guide teachers to understand theory related to teaching multilingual students and put it into practice in their classrooms. Throughout each chapter, the authors uniquely bring together relevant theory regarding language (e.g. the multilingual turn, second language acquisition, translanguaging) literacy (e.g. reading comprehension, new literacy studies, multimodality), and culture (e.g. funds of knowledge, culturally sustaining pedagogies). The chapter authors (practicing ESL, bilingual, world language, language immersion, and mainstream teachers) share how they are innovatively teaching multilingual students by understanding theory and applying it to their instructional setting.

The audience for this book is teachers of multilingual students who are in the dynamic process of language acquisition. This includes TESOL/ESL, bilingual, language immersion, and world language teachers, as well as mainstream teachers who teach bilingual students—essentially all educators in modern society. The book is of particular interest for teacher education programs since each chapter explains theory and then illustrates exactly how one teacher put that theory into practice in teaching multilingual students.

Introduction; Mary Amanda Stewart and Holly Hansen-Thomas.

Section I: Multilingual Meaning-making With Academic Content And Disciplinary
Literacies.

Chapter
1. Translanguaged Reciprocal Teaching: Working in Students' Bilingual
Zone of Proximal Development for Reading Interventions; Zulma Mojica.

Chapter
2. Translating Together: Linguistically Diverse Students Pool Their
Language Resources in a Two-Way Dual Language Classroom; Ivonne J. Solano.

Chapter
3. Multilingual Bubble Lab: Teaching Biology Through Doing, Reading,
Writing, and Discussing; Corinna Greb.

Chapter
4. Bilingual Anticipatory Guides for Bilingual Texts: Promoting
Reading Comprehension in Multilingual Middle-Grades Classrooms; Paul
Parkerson.

Chapter
5. Math Engagement Through Literature: Introducing Algebra Concepts
Through a Multimodal and Multilingual Text Set; Robin Ho.

Section II: Expressing Knowledge Through Multilingual Digital Literacies.

Chapter
6. Composing Energy Books: Science Inquiry and Multimodal Knowledge
Expression in the Spanish Language Classroom; Germaine Koskinį.

Chapter
7. BookSnaps: Reading and Analyzing Young Adult Novels Across
Languages; Phyliciį Anderson.

Chapter
8. Bilingual Digital Research: Using Technology to Teach Inquiry and
Reporting; Juan Borda.

Chapter
9. Creating Infographics: Multimodal Expressions About the Refugee
Experience; Mary Gilliland.

Section III: Languaging Through Cultural And Artistic Literacies.

Chapter
10. Reader's Theater: Igniting Comprehension and Motivation for
Striving Emergent Bilingual Readers; Marlene Walker.

Chapter
11. Singing Language and Literacy: Teaching Oral Language to All
Emergent Bilingual Students Through Traditional Songs; Arianna Lecuona and
Germaine Koskinį.

Chapter
12. Artistic Expressions of Language and Culture: Emergent Bilinguals
as Experts in the World Languages Classroom; Yismelle Duran.

Chapter
13. Culturally Relevant Picture Books: Validando Raķ­ ces and
Supporting Students' Identity Development Through Language Arts Instruction;
griselda i. solano.

Chapter
14. Reaping the Benefits of Dialogue in the Bilingual Classroom
Through Language Objectives, Collaboration, and Authentic Audiences; Nancy
Rana.

Conclusion; Holly Hansen-Thomas and Mary Amanda Stewart.

About the Contributors.
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