Advocating for Multilingual Learners: A Guide for Educators

Foreword

Preface

Acknowledgments

About the Authors

Introduction

Why We Wrote the Second Edition and What’s New

Chapter 1. Need for Advocacy for Multilingual Learners

Introduction

Call for an Advocacy Perspective on Teaching MLs

Who MLs Are

Five Core Beliefs

Defining Advocacy for MLs

What the Research Tells Us

The Five-Step Advocacy Process

Conclusion

Chapter 2. Advocating for a Shared Sense of Responsibility for Educating Multilingual Learners

Introduction

What the Research Tells Us

A Shared Sense of Responsibility for ML Education and ML Advocacy

The Role of Educators’ Culture, Experiences, and Mindsets

Understanding and Building Relationships With ML Families

Fostering a School Culture and Climate That Center MLs

Professional Learning and Reflection

Conclusion

Chapter 3. Advocating for Effective Instruction of Multilingual Learners

Introduction

What the Research Tells Us

Collaborating to Implement Effective Instructional Practices

Collaborating in Support of MLs’ Equitable and Excellent Instruction

Scaffolded Unit Planning Tool

Conclusion

Chapter 4. Advocating for Multilingual Learners in Assessment

Introduction

What the Research Tells Us

Validity of Assessments for MLs

Assessment of MLs for Special Education Identification

Assessment of MLs for Gifted and Talented Programs

ML Committees as an Avenue to Advocacy in Assessment

ELP Assessment Advocacy Issues

ML Progress Monitoring of MLs’ Language Development

Tracking MLs’ Content Assessment Achievement After Exit as an Advocacy Tool

Formative Assessment as an Advocacy Tool

Advocating for Multilingual Learners’ Assessment for Special Education Purposes

Advocating for the Appropriate Assessment of Multilingual Learners for Inclusion in Gifted and Talented Programs

Grading and Advocating for MLs

Equitable Assessment and/or Grading Advocacy Plan

Conclusion

Chapter 5. Advocating for Multilingual Learner Newcomer Students

Introduction

Who ML Newcomer Students and Their Families Are

What the Research Tells Us

Scaffolded Advocacy

Intake, Enrollment, and Registration Considerations

ML Newcomer Programming

Supporting ML Newcomers’ Social and Emotional Needs and Mental Health

Conclusion

Chapter 6. Advocating for Effective Multilingual Learner Family and School Partnerships

Introduction

Who Are ML Families?

What the Research Tells Us

Strategies for Developing Stronger Family-School Partnerships

Conclusion

Chapter 7. Advocating for Multilingual Learners Through Professional Learning

Introduction

What the Research Tells Us

Professional Learning Options for Improving Instructional Practices for MLs

Sample Professional Learning Framework

Planning for Professional Learning

Professional Learning Cycle Components

ML Professional Learning Advocacy Audit

Conclusion

Chapter 8. Advocating for Multilingual Learners’ Access to Educational Opportunities

Introduction

What the Research Tells Us

Designing Effective Schedules for MLs

Considerations for ML Program Types and Instructional Models

Empowering School Counselors to Advocate for MLs

Extracurriculars for MLs

Advocating for MLs’ Access to and Support in Career and Technical Education Programs

Conclusion

Chapter 9. Next Steps in Advocating for Multilingual Learners

Building Your Team of Allies

Collaboration Tools for Advocacy Discussions

Conclusion

Image Sources

References

Index