{"title":"Teaching Students with English as a Second Language","description":"","products":[{"product_id":"9781598570458","title":"New Voices - Nuevas Voces Facilitator's Guide","description":"\u003cp\u003eAs early childhood programs and schools become more culturally and linguistically diverse, professionals need to create settings that welcome \"\"new voices\"\" and help all children succeed. This comprehensive professional development course gives them the in-depth practical guidance they need.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773628973,"sku":"9781598570458","price":217.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570458.jpg?v=1782625654"},{"product_id":"9781598570465","title":"New Voices - Nuevas Voces","description":"\u003cp\u003eAs early childhood programs and schools become more culturally and linguistically diverse, professionals need to create settings that welcome \"\"new voices\"\" and help all children succeed. This comprehensive professional development course gives them the in-depth practical guidance they need.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773661741,"sku":"9781598570465","price":79.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570465.jpg?v=1782625655"},{"product_id":"9781598571714","title":"Bilingual Language Development and Disorders in Spanish-English Speakers","description":"\u003cp\u003eBecause dual language learners are the fastest-growing segment of the U.S. student population-and the majority speak Spanish as a first language-the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text and an essential resource for every practicing SLP.  Fully updated with five new chapters on hot topics (see below), an expanded age range that includes infants and toddlers, and cutting-edge research findings, this book arms SLPs with the most current information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers give SLPs in-depth, high-level coverage of a broad range of critical topics, including  -social-cultural factors affecting language acquisition  -diagnosis of language disorders  -effective professional development  -infant\/toddler language development  -first language loss  -bilingual lexical development  -semantic development  -verbal morphology and vocabulary  -morphosyntactic development  -code-switching  -grammatical impairments  -narrative development and disorders  -phonological development and disorders  -fluency  -SLPs will have the sophisticated knowledge they need to accurately distinguish language disorders from typical bilingual development, and they'll get a complete language intervention framework they can use as a guide for their own practice.  Whether used as a graduate text or a trusted reference, this book will help SLPs fully understand the complexity of language development in bilingual children, diagnose disorders accurately, and conduct effective assessment and intervention for the growing number of Spanish-English bilingual speakers.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414775758893,"sku":"9781598571714","price":106.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598571714.jpg?v=1782625745"},{"product_id":"9781598579659","title":"Literacy Foundations for English Learners","description":"\u003cp\u003eMore than 5 million English learners attend U.S. public schools-and yet fewer than 3% of teachers are certified to work with them. Fill that gap in teacher education with this practical and comprehensive textbook, an evidence-based guide to providing English learners in Pre-K-Grade 6 with explicit, systematic instruction on language and literacy fundamentals. Aligned with IDAs Knowledge and Practice Standards, this book prepares current and future educators to teach English learners the key components of language and literacy, as first described in the National Literacy Panel report. For each component, teachers will get a dedicated chapter with research-based insights on how to teach English learners, guidance on making connections across languages when teaching that component, and ready-to-use principles and strategies for instruction. Learning objectives, study questions, and extended application activities help educators grow their knowledge and apply it in their classrooms. An essential text for courses on literacy foundations and biliteracy-and an ideal in-service professional development resource-this accessible book will give teachers the knowledge base they need to help English learners develop strong literacy skills and achieve academic success. Prepare teachers to: Enter their classroom with a full understanding of the language and literacy development of English learners Teach English learners the key components of language and literacy: phonological awareness, phonics, vocabulary, fluency, comprehension, spelling, and writing skills Apply insights from current, reliable research on how best to teach English learners Use specific, evidence-based principles, strategies, activities, and sample teacher-student dialogues to guide and strengthen instruction Leverage technology to adapt and enhance instruction for English learners Online companion materials included: Faculty will get helpful PowerPoint slides for each chapter, plus sample syllabi that show how to use this book in your course.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414780117037,"sku":"9781598579659","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598579659.jpg?v=1782625949"},{"product_id":"9781681250434","title":"45 Strategies That Support Young Dual Language Learners","description":"\u003cp\u003eThis book shows teachers how to develop a toolbox of strategies for effectively teaching and engaging dual language learners while also supporting their families from diverse backgrounds. The book is organized by outlining and describing 45 teaching tips that educators can use to implement best practices for effectively supporting dual language learners in their classroom. Using these tips, the authors detail how teachers can foster a language- and culture-inclusive classroom environment for all students.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787260461,"sku":"9781681250434","price":81.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681250434.jpg?v=1782626270"},{"product_id":"9781681252810","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Stimulus Book","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787457069,"sku":"9781681252810","price":433.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252810.jpg?v=1782626278"},{"product_id":"9781681252827","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): English Protocol","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787489837,"sku":"9781681252827","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252827.jpg?v=1782626281"},{"product_id":"9781681252834","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Spanish Protocol 2\/e","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787522605,"sku":"9781681252834","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252834.jpg?v=1782626282"},{"product_id":"9781681252841","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Bilingual Input-O","description":"\u003cp\u003eThe Bilingual English-Spanish Assessment (BESA) was developed in response to the need for valid, reliable instruments for assessment of speech and language ability, along a continuum, in English-Spanish bilingual children ages 4 through 6 years.  The BESA is a comprehensive assessment of a child's speech and language abilities in English and Spanish. Two ancillary questionnaires (BIOS and ITALK) can be used to document language exposure and use, allowing the examiner to develop a profile of any parent and teacher concerns. BESA subtests address the domains of phonology, morphosyntax, and semantics separately for both Spanish and English. There are three standardized and norm-referenced subtests addressing language ability, and one criterion-referenced activity allowing observation of pragmatic language. Administration time varies depending on whether or not both languages are tested and which subtests are included. Administration takes between one hour (for one language) and two hours (for both languages).  The BIOS is typically completed as part of an interview by the examiner. In this survey, parents are asked about the language exposure history of the child. This information helps the examiner know when and in what context each of the child's two languages were used on a year-to-year basis. In addition, parents and teachers are asked what language the child hears and uses during a typical school day, and during a typical weekend day on an hour-by-hour basis. This information provides clinicians with information about relative use and exposure to each language and can help guide whether to test children in Spanish, English, or both. The parent survey (BIOS-Home) takes 10 to 15 minutes to complete; the teacher survey (BIOS-School) can be completed in 5 to 10 minutes.  The ITALK is completed by the examiner as a parent and teacher interview. The ITALK items address relative use of a child's two languages and five areas of speech and language development in Spanish and English (vocabulary, grammar, sentence production, comprehension, and phonology). Parents and teachers are asked to identify the perceived level of the child's performance in each language. This inventory provides a brief indicator of relative language use. It also provides a description of parent and teacher concern and can be used to guide development of the assessment strategy. Results of the inventory can be used to interpret diagnostic results from BESA or other language tests. The ITALK can be completed in 10 minutes or less.  The Pragmatics activity is based on Fey's (1986) model of assertiveness and responsiveness. In an interactive format, children are asked to \"help wrap a present\" with the examiner. Through this realistic situation, obligatory contexts are set up to elicit different assertive and responsive acts. The Pragmatics activity utilizes English, Spanish, or both languages together (via code-switching) depending on the child's preferred language of interaction. The activity should be used to identify children who may encounter difficulties in situations that require the children to be active participants (e.g., classroom).  If administered at the beginning of a battery of tests, the Pragmatics activity provides an excellent opportunity to establish rapport with the child and will also provide clinicians with an indication of how collaborative and interactive the child will be during the rest of the assessment.  This activity takes 5-10 minutes to complete.  The Phonology subtest is a single-word phonological assessment designed primarily to differentially diagnose typical from atypical phonological skills in Spanish-English bilingual children. Analyses are also included that allow the examiner to profile the phonological skills in these children. The assessment includes two measures. The Spanish measure assesses phonological production using 28 Spanish words. The English measure assesses phonological production using 31 English words. The Phonology subtest takes 10 to 15 minutes to administer in each language, depending on the individual child (20 to 30 minutes total).  The Morphosyntax subtest employs cloze and sentence repetition tasks to target grammatical morphemes and sentence structures that were predicted to be difficult for children with language impairment in English or Spanish. Forms tested in English include plural -s, possessive -s, past and present tense, third-person singular, progressives, copulas, auxiliary do   negatives, and passives, as well as complex verb forms, conjunctions, and embedded prepositions and noun phrases. The English Morphosyntax Subtest has 24 cloze items and 9 sentence repetitions items.  Forms tested in Spanish include articles, progressives, clitics, subjunctives, preterite, complex verb forms, and conjunctions. The Spanish Morphosyntax Subtest has 15 cloze items and 10 sentence repetitions items.  For each language, a grammatical cloze subscore, a sentence repetition subscore, and a total score that is a composite of those two are derived. The morphosyntax test takes approximately 15 minutes to administer in each language (30 minutes total).  The Semantics subtest targets six tasks: analogies, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences. These six item types were based on the literature describing acquisition of semantic breadth and depth in order to tap into how children organize and access their lexical system (Pena, Bedore, \u0026amp; Rappazzo, 2003). The English Semantics subtest has a total of 25 items: 10 receptive and 15 expressive. The Spanish Semantics subtest also has 25 items, 12 receptive and 13 expressive. Scoring allows for code-mixing-giving children credit for a correct response in either language. Subscores are provided for semantics receptive and semantics expressive, as well as a total semantics score for each language. The Semantics subtest takes about 15 minutes to administer in each language (30 minutes total).  The BESA is designed to be used with children who speak English, Spanish, or both languages. The BESA subtests are psychometrically sound and yield scaled and standard scores for each of the domain tests (phonology, morphosyntax, and semantics). The questionnaires provide criterion-based guidelines to determine language(s) of testing and to develop an assessment strategy. The tests can be used together for a complete speech and language battery or the examiner may select tests specific to the diagnostic question. Presently, the test is appropriate for children between the ages of 4;0 and 6;11. The BESA can be used (a) to identify language impairment in bilingual and monolingual Latino children, (b) to document progress in speech and language related to intervention, (c) to document the dominant language in each domain including morphosyntax, semantics, and phonology, and (d) in research studies of bilingual children with and without language impairment.  The BESA is specifically designed to assess the speech and language of English-Spanish bilingual children's two languages. The primary use of the BESA is to identify phonological and\/or language impairment in bilingual and EL children via a standardized protocol. The objective scores obtained on the BESA across three domains can be used in combination with clinical observations, language samples, as well as with other standardized measures to identify children with speech and\/or language impairment. Through use of a combination of BESA subtests, clinicians can document children's speech and language strengths and needs.  A second use of the BESA is to monitor children's progress in speech and language. After initiation of a speech and language intervention program, children's progress should be regularly documented. It is recommended that daily probes be used to monitor children's session-to-session progress. This information should be used to make decisions about the direction of the intervention. The BESA is sensitive to year-to-year changes in children's speech and language growth and the particular language in which progress is being made. Thus, in addition to the more sensitive measures of daily progress, the BESA can be administered at broader intervals (e.g., annually or semi-annually) to gauge progress in a specific program of intervention, to document continued need for intervention, and to document achievement of treatment goals for exiting services.  Documentation of a bilingual's dominant language is a challenge in school settings. Many children who have exposure to more than one language demonstrate mixed dominance, whereby they perform higher in one language in one domain, but higher in the other language in a different domain. It is therefore important to know what a child's relative dominance is across different domains of speech and language. This information can be useful for planning intervention, as well as for planning educational programming for bilingual children. Together, the BIOS-Home and BIOS-School provide an objective measure of children's input and output of Spanish and English. This information helps speech-language pathologists, parents, teachers, and administrators know how much the child hears and uses each language and in what contexts. This information is independent of performance, which can be affected by child characteristics such as language ability. In addition to the BIOS, the Spanish and English standardized test scores can be compared directly for phonology, morphosyntax, and semantics to determine a child's best language for a particular domain. If children's standard scores across domains are within 5 points of each other, we consider them to be balanced.  There are a number of ways that the BESA subtests can be used in research. ITALK can be used to gain parent and teacher observations about the child's performance across five domains of speech and language in Spanish and English as part of qualifying data for a study. BIOS can be used to document weekly input and output in Spanish and English as a way of grouping children by language experience and\/or by year of first exposure. For bilingual children with language impairment, BIOS provides a measure that is independent of their test performance on speech and language tasks.  The three domain subtests can be used together or independently to assess children's speech and language. These can be used to qualify children for a study or to group children by ability. As of this writing, the authors have conducted and published several studies with the longer, experimental versions of BESA subtests. In addition, researchers across the country have used the experimental versions of BESA in studies of bilingual Spanish-English speakers. Researchers in Spanish-speaking countries are in the process of using the Spanish version of these measures in research studies.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414787555373,"sku":"9781681252841","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252841.jpg?v=1782626283"},{"product_id":"9781681252797","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Set","description":"\u003cp\u003eWhen a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction-because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention.  Now there's a valid reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to:  identify phonological and\/or language impairment in bilingual children and English language learners using a standardized protocol differentiate between a delay in English language acquisition and a true language disorder document children's speech and language strengths and needs monitor children's progress in both languages and use the information to make decisions about intervention   Through a combination of subtests for students and surveys for teachers and parents, BESA reveals the big picture of a young bilingual child's language development. Comprehensive assessment with BESA includes:  3 subtests (in both English and Spanish). These three standardized, norm-referenced subtests address the key domains of morphosyntax, semantics, and phonology. The subtests are administered with children one-on-one in a quiet, well-lit, well-ventilated room free of distractions. 2 questionnaires. The SLP gathers more information by interviewing both parents and teachers.     Bilingual Input-Output Survey (BIOS): determines Spanish and English use at home and school and pinpoints which language(s) need testing Inventory to Assess Language Knowledge (ITALK): identifies the parent's and teacher's perception of the child's performance in each language and highlights areas of possible concern   Pragmatic activity: This 5- to 10-minute warmup activity, in which children are asked to \"help wrap a present\" with the examiner, is used to establish rapport with the child and give clinicians an  idea of how collaborative and interactive the child will be during the rest of the assessment.   BESA Benefits:   Valid and reliable. There are very few assessment tools for bilingual children, and even fewer that are valid and reliable. BESA answers the call for a bilingual assessment backed up with solid evidence of validity and reliability.  Culturally and linguistically appropriate. BESA subtests are different for each language; the Spanish subtest isn't just a translation of the English one. Dialects were taken into consideration-the norming sample included 17 Spanish dialects and 7 regional dialects for English-and items were developed for each language based on the markers, structure, and culture of that language.  Uncovers the full picture of a child's language development.Not only does BESA identify language impairments, it also helps you gauge progress in both languages and document a child's dominant language across different domains of speech and language. This critical information will help you plan interventions and educational programming for bilingual children.  Flexible and convenient. You can use each BESA component independently or combine them as part of an assessment battery. Choose which component you want to give-you're not required to administer both the English and Spanish subtests. BESA can also be given over multiple sessions, so you can easily fit it into your schedule.    What's in the kit?  1 BESA Test Manual  1 BESA Stimulus Book   20 BESA Protocol English Forms  20 BESA Protocol Spanish Forms  20 BIOS Forms   20 ITALK forms\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790144045,"sku":"9781681252797","price":1191.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252797.jpg?v=1782626335"},{"product_id":"9781681252803","title":"Bilingual English-Spanish Assessment (TM) (BESA (TM)): Manual","description":"\u003cp\u003eWhen a young bilingual child experiences language difficulties, it can be hard to tell if those challenges are due to a disorder or just limited exposure to the English language. That's a critical distinction--because while limited language exposure will fix itself over time, a language impairment is a clinical issue that will cause the child difficulties in school without timely and effective intervention. Now there's a valid, reliable assessment that specifically responds to the needs of young Spanish-English bilingual children. For use with children ages 4 through 6 years who have varying degrees of bilingualism, the Bilingual English-Spanish Assessment (BESA) was developed to: - identify phonological and\/or language impairment in bilingual children and English language learners using a standardized protocol - differentiate between a delay in English language acquisition and a true language disorder - document children's speech and language strengths and needs - monitor children's progress in both languages and use the information to make decisions about intervention.   What's in the kit? - 1 BESA Test Manual - 1 BESA Stimulus Book - 20 BESA Protocol English Forms - 20 BESA Protocol Spanish Forms - 20 BIOS Forms - 20 ITALK forms.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790176813,"sku":"9781681252803","price":260.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252803.jpg?v=1782626336"},{"product_id":"9781681253848","title":"Teaching Dual Language Learners","description":"\u003cp\u003eAs the number of dual language learners (DLLs) in early childhood settings continues to rise, educators need to know how to teach, engage, and assess children from different cultural and linguistic backgrounds. Theyll have the effective strategies they need with this timely book, a reader‐friendly guide that expertly connects research to practice for teachers of young DLLs.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eEarly childhood educators will start with a detailed review of the demographics of todays DLLs and the latest research findings on supporting the learning and development of bilingual and multilingual children. Then theyll find practical guidance on the best instructional and assessment practices to integrate into their classrooms. Throughout the book, five in‐depth case studies of diverse children highlight the importance of considering each childs background, skills, and home experiences when designing effective learning environments.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eExtending the groundbreaking work of Patton O. Tabors and ideal for use as a textbook or in‐service guide, this concise book compiles everything teachers need to know about working with young DLLs—and setting them up for a lifetime of school success.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eTEACHERS WILL LEARN HOW TO\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eConnect and work with families, with consideration for their cultural context, practices, beliefs, goals, and diverse experiences\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eInternalize eight key beliefs every teacher should have about dual language learning and apply those beliefs to practice\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eApply specific, evidence‐based classroom practices that promote the learning and development of young DLLs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eUse best practices to help DLL children develop language and early literacy skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eAssess the learning of DLLs in culturally valid and linguistically appropriate ways\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eImplement appropriate assessment practices that inform instruction and promote the learning of DLLs\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790733869,"sku":"9781681253848","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253848.jpg?v=1782626364"},{"product_id":"9781681253992","title":"Bilingual Language Development \u0026 Disorders in Spanish-English Speakers 3\/e","description":"\u003cp\u003eThis fully revised, comprehensive graduate-level text and reference offers the most current information on language development and disorders of Spanish-English bilingual children.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790930477,"sku":"9781681253992","price":119.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681253992.jpg?v=1782626374"},{"product_id":"9781681254067","title":"Dual Language Development \u0026 Disorders 3\/e","description":"\u003cp\u003ePrepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eUpdated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eWith the foundational knowledge in this state-of-the-art textbook-also a valuable resource for in-practice SLPs and educators-professionals will be ready to help young dual language learners thrive, both at home and in the classroom.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eWHATS NEW:\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e- New chapter on supporting heritage language development in children with immigration backgrounds\u003cbr\u003e\u003cbr\u003e- Important updates throughout the book on best practices and recent research findings from the field\u003cbr\u003e\u003cbr\u003e- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes\u003cbr\u003e\u003cbr\u003e- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children\u003cbr\u003e\u003cbr\u003e- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790963245,"sku":"9781681254067","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681254067.jpg?v=1782626377"},{"product_id":"9781681256283","title":"Special Education Considerations for Multilingual Learners 3\/e","description":"\u003cp\u003eMultilingual learners in Grades K–12 are often overidentified or underidentified for special education. The third edition of this groundbreaking text offers a better way to meet the needs of multilingual learners: by creating a culturally and linguistically responsive multi-tiered system of support (MTSS) and implementing a continuum of services that meets the needs of the whole child.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793715757,"sku":"9781681256283","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256283.jpg?v=1782626462"},{"product_id":"9781681256313","title":"Engaging Diverse Learners in the Mathematics Classroom","description":"\u003cp\u003eLanguage is a vital tool for teaching math-it's present in word problems, textbooks, teacher talk, and more. With this game-changing guidebook, middle and high school teachers will harness the power of language to ensure math success for all students, including multilingual and other diverse learners who may need support to access academic language.Introducing a unique functional language awareness approach developed through decades of research and field work, this book helps teachers examine how they use language in the math classroom and make small changes to their words and practices to support student learning. Math teachers will see the functional language awareness approach in action across different classroom contexts, and they'll get a practical collection of ideas, activities, and tools for making the most of language in the math classroom. An innovative approach that complements popular math models used with English learners, this guidebook will help educators use language consistently and effectively to meet the learning needs of all      MATH TEACHERS WILL:        record, analyze, and reflect on their own use of language in the classroom  increase understanding of student strengths and needs by developing learner profiles  establish language-rich interactive routines that engage all learners  plan powerful math lessons with an explicit focus on how language can support learning  build student competence in key skills related to math, including explaining, reasoning, and problem-solving  teach students precise language for communicating their math knowledge  use a think-aloud technique to reflect on and improve elements of their planning and teaching    SPECIAL FEATURES: Leverage language effectively in the math classroom through sample transcripts of teacher-student discourse, Try It Yourself boxes, On Your Own activities, and reflective practice. Online materials include a lesson plan template, sample lesson plan, transcription guide, and other forms to support effective teaching.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793748525,"sku":"9781681256313","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256313.jpg?v=1782626463"},{"product_id":"9781681256375","title":"Biliteracy and Cross-Cultural Teaching","description":"\u003cp\u003eUnlock the full potential of bilingual education and elevate your teaching practice with this indispensable resource for K–12 educators working in Spanish\/English dual language programs. With this comprehensive guide on curriculum design for biliteracy instruction and cross-cultural teaching, you’ll discover a model for creating inclusive, dynamic, and effective multilingual and multicultural learning environments.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793781293,"sku":"9781681256375","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256375.jpg?v=1782626463"},{"product_id":"9781681256405","title":"Intentional Co-Teaching for Multilingual Learners","description":"\u003cp\u003eDeveloped and tested by the author in a diverse Colorado school district, this proven co-teaching model will help educators and multilingual learner specialists work collaboratively to support multilingual learners and promote their academic achievement \u003cem\u003eand\u003c\/em\u003e English language proficiency at the same time. Youll get immediately useful guidance focused on these key goals: meaningful access to grade-level content for multilingual learners, English proficiency through content instruction, and job-embedded co-teaching professional learning opportunities. Tips, tools, examples, and resources-including engaging online videos and an extensive rubric that helps you evaluate the quality of your co-teaching program and practices-help you take the foundational information in this book and transform it into action in your own school or district.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eA timely and innovative guide for co-teachers, coaches, teacher leaders, and school and district administrators, this book helps co-teachers develop strong partnerships and unlock equitable, inclusive learning opportunities for multilingual learners.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eREADERS WILL:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eMaster 4 systemic components of the framework: setting up the structures for co-teaching, supporting staff with co-teaching, growing and evaluating the program, and supporting and evaluating co-teachers\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eImplement 5 instructional components: planning for integrated language and content, sharing the classroom, assessing and communicating, building relationships and reflecting, and instructing for integrated language and content\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eUse an expertly organized rubric to plan, implement, monitor, and evaluate co-teaching in schools and across districts\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eGet the tools needed for success, including videos demonstrating key co-teaching interactions and reproducible forms and templates\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793814061,"sku":"9781681256405","price":91.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256405.jpg?v=1782626466"},{"product_id":"9781681258157","title":"Foundations for Teaching English Language Learners 4\/e","description":"\u003cp\u003ePrepare the next generation of educators to effectively teach multilingual students classified as English language learners (ELLs) with this comprehensive fourth edition of a cornerstone text. Written by one of today's leading authors and researchers on ELL and bilingual education, this is the authoritative textbook for getting K-12 teachers and administrators ready to meet state competency requirements and help their multilingual students thrive.  Designed for foundations courses in both undergraduate and graduate programs, this core text has been fully updated with the latest research, theory, policies, key topics, and recommended practices. Future educators will learn how to integrate ELL-classified students into their classes, use students' home languages as resources for learning, plan rigorous standards-aligned language and literacy instruction, make research-based decisions, differentiate core content-area instruction, and make effective use of new technologies.  Ideal for use as a textbook and a key professional reference, this book will help educators create linguistically and culturally responsive classrooms and schools that set ELL-classified students up for success.  WHAT'S NEW:     The latest statistical data, policy changes, demographics, and research on the education of multilingual learners Expanded coverage of critical topics: translanguaging, assessment growth models, dual language bilingual education, newcomer programs, and technology in the classroom Updates to align with the most recent WIDA English Language Development Standards Framework, the Seal of Biliteracy, and the latest federal and state language and education policies for ELL-classified students Timely new sections on the impacts of COVID-19, gifted and talented education for ELL-classified students, foundational skills for reading, writing tools, and artificial intelligence (AI) for teaching, learning, and assessment More explicit links between recommended literacy strategies and foundational literacy skills  STUDENT-FRIENDLY FEATURES: Pre-service educators will get guiding questions, key terms, vignettes, sample student work, activities, discussion questions, recommended readings, a glossary, and access to the Companion Website.  COMPANION WEBSITE: This book's unique, extensive companion website enhances higher-education learning and gives professors and students innovative ways to interact and collaborate. Students will benefit from a discussion board, research activities, forms and templates, links to additional resources, and review questions. 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Written in Spanish with brief English introductions to each chapter, this book is perfect for use in any space with bilingual and multilingual Spanish speakers.  The heart of this book is 18 K-6 classroom-ready unit plans. Built around Spanish-language text pairings, the units encourage deep engagement with the texts' themes and advance a metalinguistic study of varieties of the Spanish language. For each unit, teachers will get:     Unit Overview: Essential questions, Spanish-language objectives, translanguaging objectives, and key concepts Unit Projects: Recommendations for multiple means of expression to evaluate students' learning (aligned with UDL) Sample Activities: Language study charts, sample teacher moves, personal reflections, and book club discussion guides for language practice and content analysis  Language Study: Guidance for intentional analysis of Spanish language practices and characteristics in texts Translation Discussion Guide: Prompts to examine differences between the languages and create opportunities for cross-linguistic discussions and connections Reading Group Guides: Additional paired texts for guiding further reading and teaching on the topic  An essential resource for bilingual education programs and Spanish language classes, this innovative book will help teachers nurture their students' language and literacy skills while honoring their linguistic and cultural practices.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414794600493,"sku":"9781681258188","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681258188.jpg?v=1782626509"},{"product_id":"9781682539224","title":"How Schools Make Race","description":"\u003cp\u003eAn investigation into how schooling can enhance and hinder critical-racial consciousness through the making of the Latinx racialized group   In How Schools Make Race, Laura C. 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It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization.     Ultimately, Chavez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414797385773,"sku":"9781682539224","price":96.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682539224.jpg?v=1782626621"},{"product_id":"9781071827666","title":"Assessment in Multiple Languages","description":"\u003cp\u003eA Leader's Guide to Assessment in Multiple Languages shows how leaders can implement comprehensive assessment for multilingual students in K-12 settings.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414940450861,"sku":"9781071827666","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071827666.jpg?v=1782631911"},{"product_id":"9781071840641","title":"The Responsive Writing Teacher, Grades K-5","description":"\u003cp\u003eInsights and customizable templates help you adapt and create tools for student-centered writing instruction informed by four domains of responsivity: academic, linguistic, cultural, and social-emotional.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414941204525,"sku":"9781071840641","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071840641.jpg?v=1782631949"},{"product_id":"9781071841716","title":"Engaging in Culturally Relevant Math Tasks, K-5","description":"\u003cp\u003eThis book helps teachers to design and refine inspiring mathematics learning experiences driven by the kind of high-quality and culturally relevant mathematics tasks that connect students to their world.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414941302829,"sku":"9781071841716","price":81.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071841716.jpg?v=1782631954"},{"product_id":"9781071841853","title":"Seen, Heard, and Valued","description":"\u003cp\u003eAll students deserve an equal opportunity to learn   Through student engagement, accessible instruction, and multiple approaches to demonstrate learning, UDL ensures all students succeed by enabling educators to remove barriers to learning.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414941368365,"sku":"9781071841853","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071841853.jpg?v=1782631956"},{"product_id":"9781071844649","title":"Beyond Crises","description":"\u003cp\u003eWhat are some lessons learned from the pandemic?   We learned that, in times of crises, the humanitarian needs of students, families, and ourselves must be a top priority.    We learned that forming effective partnerships with families and communities is essential to the health and well-being of our children.   We were offered a blunt reminder that a system designed to serve the interests of a privileged few was destined to fail our historically underserved students, especially our millions of multilingual learners.   Above all, we learned that the \"normal\" many of us have yearned for was never good enough-that we must envision a \"better world,\" where we build on our multilingual students' unique assets and cultivate their inner brilliance. Only then will we deliver on their promise.   It's this \"better world,\" a world in which communities, schools, and classrooms work together as a \"whole-child ecosystem,\" Beyond Crises: Overcoming Linguistic and Cultural Inequities in Communities, Schools, and Classrooms sets out to create. Taking a look from the outside in, Debbie Zacarian, Margarita Calderon, and Margo Gottlieb address three critical arenas:   1.       Imagining Communities describes how to design and enact strengths-based family and community partnerships, including the critical importance of identifying, valuing, and acknowledging each member's assets and competencies, and the ways recent crises have amplified their struggles.   2.       Imagining Schools takes an up-close look at policies, structures, and now irrelevant ways of schooling that call for change and how we might reconfigure professional development to ensure every teacher and administrator is dedicated to the well-being and success of our multilingual learners.   3.       Imagining Classrooms demonstrates how to optimize learning opportunities-both virtual and face-to-face-so our diverse students grow cognitively, linguistically, and social-emotionally, and accentuate their talents in knowing and using multiple languages in linguistically and culturally sustainable environments.   \"Student and family, classroom, school, and local community are not silos unto themselves,\" Debbie, Margarita, and Margo insist. \"They are part of a larger whole that is interrelated and interconnected and, even, interdependent on each other. 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This book calls for a disruption in these models and urges educators to take seriously the significance of beliefs and cultures within schools.   Focused on racial equity from an ecological perspective and designed to propel readers to examine individual and systemic beliefs operating in their ecosystems, this book provides     Details on emancipatory educational ecosystems governed by beliefs that affirm Black children and immerse them in learning where their identities matter A set of beliefs that work together to create collective mindsets needed to power change A counternarrative of how interrelationships and interdependence govern healthy systems by challenging the meritocracy, competition, and individualism.   Grounded in extensive research and personal experience showcasing large-scale change efforts in major urban areas, Wells' approach toward emancipatory educational ecosystems enables affirming beliefs to guide the work.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414943105069,"sku":"9781071855898","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071855898.jpg?v=1782632029"},{"product_id":"9781071873601","title":"Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8","description":"\u003cp\u003eA strengths and assets-based approach to multilingual learner success   As the number of multilingual learners (MLLs) in US schools continues to grow, educators need to learn the moves necessary to support the success of these students in mathematics and science.   Equity Moves to Support Multilingual Learners in Mathematics and Science, Grades K-8 focuses on the literacy opportunities that MLLs can achieve when language scaffolds are taught alongside rigorous math and science content. It provides a framework teachers can use to develop equity-centered, scaffolded math, science, or STEAM lessons. Readers will find     Anchor phenomena that demonstrate issues with lesson design and delivery and highlight areas to include language and content scaffolds Examples for honoring the languages of students, families, and communities Culturally responsive techniques and easy-to-use tables featuring the equity moves Vignettes showcasing the equity move in the classroom setting A focus on four language demands: vocabulary, discourse, multiple modes of representation, and text features   With an assets-based approach to what MLLs can do, this book helps teachers unpack the language demands of mathematics and science and encourages reflection of their own practices in scaffolding for language and culture.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414944251949,"sku":"9781071873601","price":75.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071873601.jpg?v=1782632079"},{"product_id":"9781071884607","title":"Transforming Schools for Multilingual Learners 2\/e","description":"\u003cp\u003eEssential principles, practices, and structures for multilingual learners     Much has changed in the ten years since this book was first published. A celebrated triumph, it provided state, district, school, and teacher leaders with a comprehensive guide to support multilingual learners to reach their full potential. From selecting the appropriate program model to partnering with families and infusing federal and state laws governing the education of multilingual learners and the rights of their families into all we do, the key messages that made the first edition of this book a renowned success have been re-examined in the second edition with a robust lens to meet these demanding times.   This second edition supports educators to design and enact policies, practices, and structures for multilingual learners (MLs) to feel a sense of safety, belonging, value, and competence.    Topics explored in the book include:       a discussion of the changes to federal and state policies and their impact on MLs and their families  strategies to move from a deficit- to an asset-based approach that values multilingualism nine principles to design and deliver high0quality lessons in multiple languages and across disciplines  practices to identify and support MLs with learning differences and disabilities  steps for building long-lasting family-school partnerships   Reflecting changing trends in leadership, this new edition supports superintendents, principals, curriculum supervisors, coaches, mentors, teachers, and other stakeholders in their collaborative efforts to create and sustain successful language assistance programs.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414944841773,"sku":"9781071884607","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071884607.jpg?v=1782632104"},{"product_id":"9781071888988","title":"Accelerating Learning for All, PreK-8","description":"\u003cp\u003eEnsure high expectations and engaging learning experiences for all students   Providing all students with authentic experiences focused on strengths and learning progression-not deficits and gap filling-can change their trajectory.  It's time to use strategies typically reserved for advanced and gifted learners to advance all students' learning.   Designed to support equitable access and opportunities through rigorous and engaging assessment, curriculum, and instruction, Accelerating Learning for All, PreK-8, provides strategies to move all students towards becoming independent critical thinkers and problem-solvers-a goal that should not be contingent on background, assessment performance, or zip code. Packed with evidence-based practices and culturally responsive teaching methods, this book includes:     Strategies to support diverse learners and develop student voice Support for social emotional learning Tools, prompts, and exercises   The current educational environment is ripe for change. Authors McKinney and Urlik help teachers put equity into action with strategies proven to deepen and accelerate learning for all.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414945300525,"sku":"9781071888988","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071888988.jpg?v=1782632123"},{"product_id":"9781071891278","title":"Long-Term Success for Experienced Multilinguals","description":"\u003cp\u003eAffirm the linguistic, cultural, and experiential assets that multilinguals bring into the classroom.   Now is the time to push past the limits of the long-term English learner (LTEL) label and embrace a new way of honoring secondary multilinguals' valuable life experiences and academic potential. By focusing on experienced multilinguals' strengths and what teachers can do, you'll discover new avenues for teaching the academic language skills required for them to process content lessons and clearly communicate discipline-specific ideas.   This concise guide presents an easy-to-implement cross-curricular instructional framework specifically designed for secondary content teachers. Practical, research-based, and classroom-tested this book includes:      Four essential actions that foster the conditions for experienced multilinguals to reach the highest grade-level content and language proficiency Specific strategies with \"try it out\" prompts to encourage implementation Templates and anchor charts for structuring lessons Vignettes and stories from both the student and teacher perspective   There is nothing lacking with experienced multilinguals. 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Despite significant evidence attesting to the cognitive, social\/emotional, and economic benefits of multilingualism, the majority of our classrooms and schools are monolingual.   Encouragingly, recent shifts in state policies have increased the demand for dual language programming in our schools. This increased momentum brings new challenges, including the need for more bilingually authorized teachers, high-quality instructional resources, and accurate assessment and accountability in the target languages of instruction. With contributions from ten experts in multilingual education, Breaking Down the Monolingual Wall outlines the systemic and pedagogical approaches necessary for successful multilingual and dual language programs. 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Lead high-quality dual language schools and programs Recruit and retain highly qualified bilingual educators   Offering a comprehensive overview of bilingual policies and historical context all educators should understand, Breaking Down the Monolingual Wall is an invaluable guide to creating dual language learning environments that build on the precious assets of our multilingual students and families.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414945857581,"sku":"9781071895535","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071895535.jpg?v=1782632149"},{"product_id":"9781071897270","title":"Assessing Multilingual Learners 3\/e","description":"\u003cp\u003eEmpowering multilingual learners, families, and teachers   With its emphasis on relationship building as the backdrop for linguistically and culturally sustainable assessment, the bestselling second edition of Assessing Multilingual Learners significantly impacted the field of language education. Applying the groundbreaking assessment \"as,\" \"for,\" and \"of\" learning model to new contexts, this updated third edition offers educators welcoming and encouraging ways to support multilingual learners to succeed in school and beyond.   Through eight thoroughly revised chapters, Dr. Margo Gottlieb ties assessment to teaching and learning to foster agency and empowerment for multilingual learners, families, and teachers. This book envisions assessment as a process integral to and embedded in curriculum and instruction through:     Assets-based language Student-centered activities Classroom assessment tools Portraits of practice illustrating authentic assessment practices References and resources for stimulating discussion Deep questioning for thinking through processes, dilemmas, or challenges   Assessing Multilingual Learners explores the realities and possibilities of classroom assessment as a road to inspire multilingual learners, their families, and teachers to reach great heights.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414945923117,"sku":"9781071897270","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071897270.jpg?v=1782632149"},{"product_id":"9781071902660","title":"Unlocking Multilingual Learners' Potential 2\/e","description":"\u003cp\u003eBring classroom content to life for multilingual learners   In this eagerly anticipated revision of their bestselling book, authors Diane Staehr Fenner, Sydney Snyder, and Meghan Gregoire-Smith share dynamic, research-backed strategies that every educator of multilingual learners (MLs) can add to their repertoire. Including more of what educators loved from the first edition-authentic classroom examples, a wide variety of research-based instructional strategies, and practical tools to implement across grade levels and content areas-this is the ultimate practical guide to unlocking the potential of MLs in K-12 classrooms.   With fresh graphics and eye-catching colors, this thoroughly revised edition also includes:     Considerations for newcomers and students with interrupted or no formal education (SLIFE) An added chapter on building scaffolded instruction and peer learning opportunities into MLs' academic reading and writing activities Additional opportunities for reflection and application A new unit planning template aligned with research-based instructional practices, including a completed example unit   Situated within five core beliefs that frame the must-haves for MLs' equitable and excellent education, Unlocking Multilingual Learners' Potential is a guide to research-based practices and a toolbox of strategies every educator can implement to make content accessible and increase language proficiency among MLs.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414946021421,"sku":"9781071902660","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071902660.jpg?v=1782632155"},{"product_id":"9781071904411","title":"Teaching With Superpowers","description":"\u003cp\u003eUnleash your inner teaching superhero   Incorporating the principles of neuroscience not only transforms the practices that take place in the classroom, but also empowers teachers, equipping them with the tools they need to feel and be successful in their work.   Written in a lighthearted, easy-to-read format, author C. Bobbi Hansen showcases the potential of brain-informed practices to empower teachers and learners alike. By centering instructional practices on research from the field of educational neuroscience, Teaching With Superpowers identifies ten \"superpowers\" that teachers can activate to optimize how their students' brains take in, process, and store information. Inside you'll find:     How to optimize teaching and learning by understanding the science of how students learn 10 unique \"superpowers\" that will enhance your students' learning, including fueling attention and engagement, promoting culturally responsive teaching, boosting long-term memory, and championing neurodiversity Numerous classroom examples and resources applicable to any content area or grade level   For all educators who are passionate about helping their students succeed and maximizing their teaching potential, this is your essential guide.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414946349101,"sku":"9781071904411","price":74.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071904411.jpg?v=1782632177"},{"product_id":"9781071909423","title":"Language of Identity, Language of Access","description":"\u003cp\u003eGrow students' linguistic capital AND value their home language   In Language of Identity, Language of Access, authors Michelle Benegas and Natalia Benjamin highlight the urgent need for a revolution in language education that validates home languages and dialects while equipping students with the linguistic tools for social mobility. Their original LILA framework rejects the socially constructed hierarchy of languages and provides students with a broader linguistic repertoire.   This accessible and teacher-friendly guide presents an overview of this liberatory approach to language and literacy, an exploration of linguistically sustaining and expanding instruction, and practical guidance on designing lessons that attend to the language of identity and the language of access. Additional recurring features include:     Voces provide real-life teacher experiences from the classroom Reflecciones encourage educators to consider how principles and ideas relate to current practice and promote translanguaging Practical applications of theories (PATs) provide conceptual frameworks and lesson plans on various topics and activities. End of Chapter Conversaciones encourage dialogue and enable educators to implement concepts in their classrooms.   Offering a fresh perspective on academic language as a means to access power and social capital, Language of Identity, Language of Access is a guide for ALL educators committed to linguistically sustaining pedagogies and empowering students with linguistic capital for social mobility.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414946709549,"sku":"9781071909423","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071909423.jpg?v=1782632195"},{"product_id":"9781071910184","title":"Collaboration for Multilingual Learners With Exceptionalities","description":"\u003cp\u003eDiscover models, strategies, and real-life stories to strengthen your collaborative practices.   Cooperation, coordination of services, and impactful collaboration are critical to the success of multilingual learners with exceptional needs. Written by experts in the fields of language and literacy development, equity, and special education, this practical guide emphasizes the power of partnership and inclusive pedagogy to transform educational practices for culturally and linguistically diverse students. Through six comprehensive chapters, the book offers strategies for effective co-planning, co-assessment, and co-teaching, while emphasizing the importance of cultural responsiveness and equitable classroom-based approaches for multilingual learners with exceptionalities.   Each chapter includes opening sketch notes offering a visual representation of key ideas, anchor and reflection questions, and additional resources for extended professional learning.  Other unique features include:     Integration of Universal Design for Learning throughout the book with unique adaptations for multilingual learners Real-life scenarios of successful collaborative practices and innovations developed by educators of dually identified multilingual learners Leadership-specific recommendations to support the success of initiatives for multilingual learners with exceptionalities Essential tools and protocols to implement equitable classroom-based approaches for creating inclusive, collaborative learning environments   Both a practical guide and an urgent call-to-action, this book supports educators, districts, and communities to embrace collaboration, combine their professional expertise, and use shared voices to advocate for multilingual learners with exceptionalities.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414946775085,"sku":"9781071910184","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071910184.jpg?v=1782632209"},{"product_id":"9781071930861","title":"Collaborative Assessment for Multilingual Learners and Teachers","description":"\u003cp\u003eEnhance your assessment practices and deepen collaboration   Join bestselling authors Margo Gottlieb and Andrea Honigsfeld on an engaging journey to showcase collaborative assessment within assets-driven instructional practices. Integrating instructional and assessment cycles, explore how multilingual learners can interact with each other and their teachers to form lasting partnerships. Using evidence-based, research-informed strategies, Gottlieb and Honigsfeld invite educators to form partnerships to fortify linguistically and culturally sustainable assessment within their classroom routines.   Throughout the learning journey, Collaborative Assessment for Multilingual Learners and Teachers offers:     Practical tips and adaptable templates to reinforce assessment during instruction Vignettes that bring practical application of key concepts to life Protocols and tools for teachers and multilingual learners to engage in reflective conversations about their learning Recurring colorful icons that capture the travel theme and much more...   Collaborative assessment approaches AS, FOR, and OF learning encourages relationship building to foster multilingual learners' academic, linguistic, cultural, and social-emotional development. This practical guide supports educators in enacting collaborative assessment and welcomes multilingual learners to be partners in the process.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414949199917,"sku":"9781071930861","price":74.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071930861.jpg?v=1782632310"},{"product_id":"9781071936429","title":"Coaching for Multilingual Excellence","description":"\u003cp\u003eBe the instructional coach multilingual students and their teachers need.   As the population of multilingual learners (MLs) in K-12 schools continues to grow, instructional coaches must support content teachers to recognize these students' assets and address their linguistic, cultural, academic, and social-emotional needs. Leveraging her decades of facilitating and coaching experience in the fields of language, literacy, and professional learning, Margarita Calderon meets this urgent need with practical, evidence-based strategies to leverage the power of coaching in support of ML excellence.   Through the individual chapters dedicated to academic language, reading, and writing instruction and strategies to promote student discourse and social-emotional learning embedded throughout, this book will give coaches what they need to guide all teachers toward ML excellence. Additional features include     A step-by-step framework designed to help coaches promote teacher efficacy with MLs regardless of program setting or instructional approach Clear guidance for how to structure coaching sessions with teachers, driven by research-based approaches and observation and feedback protocols for accelerating student comprehension Myth-busting facts about the do's and don'ts of effective coaching for ML success Spotlights on the experiences of veteran coaches focusing on successes, challenges, and tips to remain resilient Individual and group reflection questions and tools at the close of each chapter   Offering solutions to the challenges faced by MLs that content area teachers must be prepared to address, this book is a powerful tool coaches can use to move multilingual instruction beyond compliance to excellence.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414949494829,"sku":"9781071936429","price":74.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071936429.jpg?v=1782632323"},{"product_id":"9781071949504","title":"Welcome to Teaching Multilingual Learners!","description":"\u003cp\u003eEngage, Empower, Educate: Unleash the Potential of Multilingual Learners   What's your \"why\" for being a teacher? Unlike other professionals, teachers often have strong reasons for why they teach and a clear sense of purpose. Acknowledging and understanding this purpose helps educators to not just do what they do but do it well.   This illustrated guide was designed for all classroom teachers to emphasize the unique challenges and opportunities that arise in multilingual learner education. Using Simon Sinek's Golden Circle theory to understand and elevate that sense of purpose, the book is organized into three parts: the why, the how, and the what of teaching multilingual learners. You will learn     The benefits and goals of a multilingual education How to design learning experiences for multilingual learners and how to respond when students are not learning Culturally inclusive pedagogy and how it positively supports the identities of your students How to foster oral language skills, build vocabulary, and increase students' word knowledge How to engage families and caregivers and create a sense of belonging in your classroom And so much more!   With a clear understanding of the research-based tools, techniques, and instructional strategies described and illustrated in the book, a solid sense of purpose, and a dash of grace for you and your multilingual learners, you will be well on your way to creating productive and positive learning opportunities that meet the best interests of all students, families, educators, and the community.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414949986349,"sku":"9781071949504","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071949504.jpg?v=1782632343"},{"product_id":"9781071981726","title":"The Culturally Competent Educator","description":"\u003cp\u003eActionable strategies to support the strengths of every learner   In The Culturally Competent Educator, Dr. Almitra L. Berry draws on more than three decades of experience to offer educators a roadmap to implementing equitable practices and policies. Rooted in research and practical advice, this book helps educators foster an environment where every student feels valued and respected. By exploring culturally and linguistically affirming approaches to instruction, assessment, and grading, readers will be empowered to break down barriers to student learning and achievement.   Key features include     Clear explanations of key equity indicators and concepts Practical examples and classroom lesson plans Strategies for improving instructional materials and developing media literacy Tools for self-assessment and reflection   Dr. Berry's guide emphasizes the importance of engaging in professional learning communities for deeper understanding and support. By working through this book, educators can become equity warriors, transforming their classrooms into places where all students can thrive socially, behaviorally, and academically. This is a must-read for educators, administrators, and anyone committed to creating a more just and inclusive educational environment.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414950412333,"sku":"9781071981726","price":82.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781071981726.jpg?v=1782632363"},{"product_id":"9781412916165","title":"What Successful Teachers Do in Diverse Classrooms","description":"\u003cp\u003e\"I can't wait to share it with my faculty to allow every teacher to better accommodate our diverse learners.\" -Verena Shanin, ESOL Teacher Berea Middle School, Greenville, SC  \"These strategies will provide teachers with the tools that will ensure that they comply with the No Child Left Behind Act.\"  -Steve Hutton, Educational Consultant, Highly Skilled Educator Program Kentucky Department of Education  \"This book is a wonderful contribution to the field.\" -William Sommers, Teacher Eden Prairie Public Schools, MN  \" Sarah McNary says it best when she states that there is no one definition of culture and no single technique that works every time. That sums up the complexity of this issue for educators.\" -Toby Karten, Graduate Instructor College of New Jersey and Gratz College, PA  Improve teaching and learning in diverse classrooms with these research-based strategies!  Bridging the gap between theory and practice, this one-of-a-kind resource focuses on cultural awareness and culturally responsive teaching of students who are economically disadvantaged, sexual minorities, English language learners, and those with special needs. Grounded in the best peer-reviewed research, each classroom strategy contains:      A clear, concise description of the recommended strategy    A synthesis of the research base    Guidelines for application within the classroom    Precautions and pitfalls to avoid during implementation    Source citations for further research and follow-up    Use this innovative resource to create a culturally and linguistically rich classroom environment in which all learners feel safe, challenged, and ready for academic success!\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414961815597,"sku":"9781412916165","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412916165.jpg?v=1782632802"},{"product_id":"9781412916172","title":"What Successful Teachers Do in Diverse Classrooms","description":"\u003cp\u003eBridging the gap between theory and practice, the authors focus on culturally responsive teaching and diverse learners, including students who are economically disadvantaged, from sexual minorities, English language learners, with special needs, and more. Using a convenient format that teachers, trainers, and administrators find appealing, the authors have surveyed and selected the best published data and research on diversity and multicultural education and synthesized it for classroom application and teaching.       Each of the research-based strategies in the book includes:    A concise description of the recommended strategy    A brief synthesis of the research that supports use of the strategy    Guidelines for applying the strategy in the classroom    Precautions about avoiding pitfalls that may occur during implementation of the strategy    Source citations for further research and follow-up   This book will be an ideal companion title for teachers already using the authors' book on research-based strategies for working with special learners in inclusive classrooms.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43414961848365,"sku":"9781412916172","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412916172.jpg?v=1782632805"},{"product_id":"9781412926188","title":"Building Culturally Responsive Classrooms","description":"\u003cp\u003e\"Concha Delgado Gaitan has provided a wonderful resource to all educators. The topics used to structure the chapters provide the reader with an orderly consideration of the school as a cultural entity itself. Most important, each chapter provides the reader with clear theoretical applications in a hands-on manner that is meaningful and easy to use.\" --Randall B. Lindsey, Professor Emeritus, California State University, Los Angeles Principal Associate, The Robins Group  \"Concha Delgado Gaitan brings a wealth of personal experience and years of research to Building Culturally Responsive Classrooms. It is thought provoking and challenges us to get to know and understand how culture affects students in order to foster the best working and learning environment.\" --Judy M. Alva, Elementary Vice Principal Lodi Unified School District, CA  Allow your classroom setting and instruction to reflect the rich diversity and values of your students!  Teachers today are faced with the enormous responsibility of respecting students' various cultures while creating learning settings that challenge them academically. Concha Delgado Gaitan shows how teachers honoring real culture can transform the context and content within their classroom and become culturally responsive to all their students. This invaluable resource covers the topics of classroom discipline, classroom arrangement, and parent and community involvement in order to create a culturally inclusive learning setting. In addition, Gaitan explains how teachers can use instructional strategies that are culturally responsive to teach literacy, mathematics, science, and more.  Each accessible, user-friendly chapter contains:      A personal reflection from a teacher    The latest research and best practices    A rich case example    Guiding questions, reflective questions, and classroom applications    Based on the author's firsthand research, this handbook is ideal for individual teachers, mentoring pairs, and study groups.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43415075487789,"sku":"9781412926188","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412926188.jpg?v=1782633015"},{"product_id":"9781412926195","title":"Building Culturally Responsive Classrooms","description":"\u003cp\u003e\"Concha Delgado Gaitan has provided a wonderful resource to all educators. The topics used to structure the chapters provide the reader with an orderly consideration of the school as a cultural entity itself. Most important, each chapter provides the reader with clear theoretical applications in a hands-on manner that is meaningful and easy to use.\" --Randall B. Lindsey, Professor Emeritus, California State University, Los Angeles Principal Associate, The Robins Group  \"Concha Delgado Gaitan brings a wealth of personal experience and years of research to Building Culturally Responsive Classrooms. It is thought provoking and challenges us to get to know and understand how culture affects students in order to foster the best working and learning environment.\" --Judy M. Alva, Elementary Vice Principal Lodi Unified School District, CA  Allow your classroom setting and instruction to reflect the rich diversity and values of your students!  Teachers today are faced with the enormous responsibility of respecting students' various cultures while creating learning settings that challenge them academically. Concha Delgado Gaitan shows how teachers honoring real culture can transform the context and content within their classroom and become culturally responsive to all their students. This invaluable resource covers the topics of classroom discipline, classroom arrangement, and parent and community involvement in order to create a culturally inclusive learning setting. In addition, Gaitan explains how teachers can use instructional strategies that are culturally responsive to teach literacy, mathematics, science, and more.  Each accessible, user-friendly chapter contains:      A personal reflection from a teacher    The latest research and best practices    A rich case example    Guiding questions, reflective questions, and classroom applications    Based on the author's firsthand research, this handbook is ideal for individual teachers, mentoring pairs, and study groups.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43415075618861,"sku":"9781412926195","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412926195.jpg?v=1782633015"},{"product_id":"9781412936668","title":"Creating Equitable Classrooms Through Action Research","description":"\u003cp\u003e\"Recognizing the importance of race, class, gender, culture, and ability, the authors provide a window into the difficulties that professional educators grapple with as they face the challenge of teaching all children. This text is both authentic and practical, and it demystifies the issues of equity that pervade today's classrooms.\" -Diane Yendol-Hoppey, Associate Professor University of Florida, Gainsville   \"Action research of this caliber on the subject of equity is critically needed for all children to have access to the same level of rigor and high standards. This is a must-read for districts that really want to turn action research into action that affects student learning.\" -Terry Morganti-Fisher, Director of Professional Development Austin Independent School District, TX  Utilize the power of action research to narrow the achievement gap!  Despite the best intentions of reform efforts, educational inequity continues to exist in public schools. Creating Equitable Classrooms Through Action Research confronts this challenge head-on and shows educators how they can use action research to both raise student achievement and strengthen instructional leadership.  Ideal for both a first-time action research endeavor or one already in progress, this practical guidebook helps practitioners formulate specific research questions, collect and analyze data, and communicate their findings. Educators will discover:    Ten action research studies on narrowing the achievement gap  Guidelines for implementing an action research project that supports culturally relevant instruction Authentic examples for discussion and reflection   Invaluable for school district leaders, teachers, professional development schools, and preservice teachers, this resource for systemwide improvement efforts helps schools provide more equitable learning environments for all children.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43415078535213,"sku":"9781412936668","price":200.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412936668.jpg?v=1782633115"},{"product_id":"9781412936675","title":"Creating Equitable Classrooms Through Action Research","description":"\u003cp\u003eCreating Equitable Classrooms Through Action Research looks at the issue of educational equity and illustrates how action research can be used schoolwide or districtwide to address this challenge. The editors have been involved in a highly successful and much studied action research that is used districtwide with a focus on the particular demographics and challenges of their district.       The results of the action research study have created a deep knowledge base and capacity. The text provides an overview of the key conceptual and structural features for implementing a schoolwide or districtwide action research program and includes ten studies on narrowing the achievement gap between racial and ethnic groups. The findings of the action research study are connected to the broader body of knowledge on equity in schools.      The action research studies illustrate varied approaches to help educators planning an action research project or currently working on an action research project. Real stories and studies from classroom teachers serve as examples of authentic professional development and as springboards for discussion and reflection on the process of inquiry and the issues of equity.       The book includes:   -  10 action research studies that focus on equity, race, and the achievement gap    -  how to implement a school-wide or district wide action research program that will promote equity and help close the achievement gap      This is an ideal resource for school district leaders, teachers, and preservice teachers, and is also suited for professional development schools.\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43415078567981,"sku":"9781412936675","price":97.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412936675.jpg?v=1782633116"},{"product_id":"9781412937825","title":"Ten Languages You'll Need Most in the Classroom","description":"\u003cp\u003e\"The authors have created a must-have resource for any teacher who works with ELL students. This book may be the difference between success and failure, for both the teacher and the student.\" -Patrick F. Sheedy III, Executive Director Rochester Montessori School, MN  \"Finally, a book that gets at the heart of communicating with ESL\/ELL students. This book hits home by focusing interactions with students on a cultural level within each language group, and then takes it a step further with ideas for parental communication. A must-have for teachers trying to break down communication barriers.\" -Andrew Pontius, Middle School Teacher Overseas Family School, Singapore  Break through language barriers and put ELL students at ease in your classroom!  More than ever before, K-12 educators in today's classrooms teach students from diverse language backgrounds. This handy reference guide to the ten most common languages of students who do not speak English-Spanish, Russian, Vietnamese, Arabic, Tagalog, Haitian Creole, Navajo, Hmong, Cantonese, and Korean-offers practical guidance for communicating with ELL students and their families. With a chapter dedicated to each language, this book provides a wealth of resources to help you make meaningful connections with ELL students, including:     Information about the traditions, religions, and celebrations of the family's country of origin Guides to common words and phrases in the student's native language Picture dictionaries that can be reproduced for use with students Sample parent letters that include both English and native language translations  Basic reading tests in ten languages  Help ensure that English Language Learners successfully transition into the school community and participate fully in the classroom learning environment!\u003c\/p\u003e","brand":"CORWIN PRESS INC.","offers":[{"title":"Default Title","offer_id":43415081091117,"sku":"9781412937825","price":90.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781412937825.jpg?v=1782633175"}],"url":"https:\/\/lioncrest.com.au\/collections\/teaching-students-with-english-as-a-second-languange.oembed?page=4","provider":"Woodslane Education","version":"1.0","type":"link"}