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    Reimagining Language Instruction
    New Approaches to Promoting Equity

    Sabina Rak Neugebauer (Author), Emily Phillips Galloway (Author), Christina L. Dobbs (Author), Robert T. Jimenez (Foreword by)

    9780807768884

    Paperback / softback, published 25 August 2023

    176 pages
    22.9 x 15.6 x 0.9 cm, 0.272 kg

    "Teachers receive advice on how to value their students' various linguistic capabilities and to avoid linguicism, which the authors define as 'discrimination based on one's language.' Recommended."—CHOICE

    Use this unique volume to transform the learning and teaching of language so that all students are empowered to succeed. This book offers insight into how to teach language—a core component of developing skilled readers and writers across all content areas—in ways that value the rich and diverse language assets students bring to the classroom. The authors offer guidance to help K–12 teachers move beyond current approaches to teaching language in the classroom to support equitable student outcomes in both linguistically diverse and linguistically homogenous classrooms. The text provides a step-by-step process to uncover conceptions of language and its instruction that undercut opportunities to learn. Readers will gain new strategies for teaching the language of school tasks while integrating students' distinctive language experiences as resources for learning. School leaders will learn how to implement a schoolwide exploration into teaching language that promotes equity, all while building collaboration among administrators, teachers, and students.

    Book Features:

    • Promotes linguistic equity by providing teaching strategies and whole-school practices critical for optimizing student success and access to instruction, assessment, and reading.
    • Provides classroom examples that show readers how to engage in the core practices described in the book across developmental levels and academic disciplines.
    • Includes reader-friendly and user-supportive features, such as text boxes that describe the principles that undergird the approaches.
    • Offers classroom vignettes depicting common instructional challenges and tensions to show how teachers can engage in equitable, evidence-based practices for student success.
    • Uses reflection questions to help readers track their developing understanding of ideas and to reflect on their own values and teaching goals.

    • Contents
    • ForewordRobert T. Jimé
      nez        
      xi
    • Acknowledgments  
      xv
    • 1.  
      Introduction  
      1
      Language Awareness Inquiry  
      3
      Conceptions That Promote Equity Versus Misconceptions That Limit Equity  
      4
      Chapter 1 Reflection  
      8
    • Part I. Individual Inquiry: Dismantling Linguicism
    • 2.  
      Language Hierarchies Versus Language Resources for Learning  
      13
      Chapter 2 Reflection  
      18
      Conceptions That Limit Equitable Language Instruction: Language Hierarchies  
      18
      Conceptions That Promote Equitable Language Instruction: Approaches That Resist Language Hierarchies  
      21
      Closing Thoughts on Valuing Diverse Language Resources for Learning  
      30
      Chapter 2 Closing Reflection  
      30
    • 3.  
      Language as a Dichotomy Versus Language as a Continuum  
      31
      Chapter 3 Reflection  
      32
      What Makes a Skilled Language User?: A Continuum Perspective  
      32
      The Problem With Binaries in Language Teaching and Use  
      37
      A Continuum Perspective to Begin Dismantling Language Hierarchies  
      41
      Closing Thoughts on Promoting a Continuum Perspective  
      43
      Chapter 3 Closing Reflection  
      43
    • Part II. In the Classroom: Practices That Support Linguistic Fluidity
    • 4.  
      Language Beyond Words  
      47
      Chapter 4 Reflection  
      48
      Language: The Whole Is More Than The Sum of Its Parts  
      49
      Moving Away From Vocabulary-Based Teaching  
      66
      Chapter 4 Closing Reflection  
      69
    • 5.  
      Promoting a Path, Not a Phase  
      70
      Chapter 5 Reflection  
      70
      School Text: Challenge and Opportunity  
      71
      Classroom Language Conversations Across the Grades  
      78
      Conceptualizing Language Awareness Across Grades  
      88
      Chapter 5 Closing Reflection  
      89
    • Part III. Collective Inquiry: Forging Communities for Equity
    • 6.  
      Taking a Collaborative Approach: Supporting Equitable Language Teaching Through Teams  
      93
      Chapter 6 Reflection  
      94
      Collaborating for Equitable Language Teaching  
      95
      How Successful Teacher Teams Promote Equity Through Language Teaching  
      96
      Forming Teams  
      114
      Collaborating With Colleagues Who Focus on a Similar Content Area  
      114
      Collaborating With Colleagues Across the Grade Level  
      115
      Chapter 6 Closing Reflection  
      117
    • 7.  
      Taking a Systemic Approach: Improving School Culture Through Collective Inquiry  
      118
      Chapter 7 Reflection  
      119
      Creating a Schoolwide Culture of Linguistic Equity  
      119
      Learned, Changed, and Built  
      129
      A Vision for Equitable Language Teaching  
      131
      Final Closing Reflection  
      132
    • Glossary  
      133
    • References  
      137
    • Index  
      147
    • About the Authors  
      153
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