Help your English learning students achieve academic success!
U.S. demographics are quickly shifting, and it is more important than ever to reach and teach English learning students. Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators′ ability to effectively teach English language learners. This book features:
- Activities that build core Cultural Proficiency skills and promote personal transformation
- A chapter-by-chapter rubric for working effectively with English learning students
- A conversation-starting case story featuring the River View School District
- Strategies for using action research to improve the success of English learning students
By focusing on Cultural Proficiency—and the underlying causes of EL achievement gaps—educators can uncover ways to break down academic barriers and use students′ cultural background as educational assets.
‘This is a valuable resource for staff developers creating culturally proficient learning environments to close the achievement gap. This work focuses on English learning students with the same ′inside out′ approach as the authors′ previous work. A perfect asset for a professional learning community book study!’
—Linda Fisher, Staff Development Coordinator
Lincoln Unified School District, Stockton, CA
‘The book provides the school leader with the tools to engage themselves and others in making English learning students a priority. It is a must read for educators to get those hard and healthy conversations started and to examine our school practices and policies.’
—Lori Henderson, Assistant Superintendent of Educational Services
Manitoba, Canada
Daftar Isi
Foreword by Donaldo Macedo
Acknowledgments
About the Authors
Introduction
Part I. The Context and Tools for Educating English Learning Students
1. Setting the Context
Getting Centered
Going Deeper
2. The Tools of Cultural Proficiency
Getting Centered
Going Deeper
3. Educators′ Rubric for Support of English Learning Students and Their Communities: Changing the Conversation
Getting Centered
Going Deeper
Part II. River View School District: A Context for Educating Linguistically and Culturally Diverse Students
4. Assessing Cultural Knowledge: You, Your School, and Your Community
Getting Centered
Assessing Cultural Knowledge
Using the Rubric: Assessing and Developing Your Cultural Knowledge About Self, School, and Community
River View Case Story
Professional Learning for General Educators Who Teach English Learning Students
Going Deeper
6. Managing the Dynamics of Difference: You, Your School, and Your Community
Getting Centered
Managing the Dynamics of Difference for Me, My School, and My Community
Using the Rubric: Managing the Dynamics of Difference for Self, School, and Community
River View Case Story: The Middle School in Conflict
River View Case Story: The Clash of the Coteachers
Professional Learning Through Inquiry Helps Manage the Dynamics of Differences
Going Deeper
7. Adapting to Diversity: You, Your School, and Your Community
Getting Centered
Adapting to Diversity for Me, My School, and My Community 101 Mindfulness
Using the Rubric: Adapting to the Diversity of Your School and Community
River View Case Story: Confronting Barriers to a Community in Transition
River View Case Story: Parents as Change Partners
Professional Learning for General Educators Who Teach English Learning Students
Going Deeper
8. Institutionalizing Cultural Knowledge: You, Your School, and Your Community
Getting Centered
Institutionalizing Cultural Knowledge for Me, My School, and My Community
Using the Rubric: Institutionalizing Cultural Knowledge About Your School and Community
River View Case Story: Benchmarking Along the Way
Professional Learning for General Educators Who Teach English Learning Students
Going Deeper
Part III. Next Steps
9. Guiding Your Own Research That Leads to Action
Getting Started
Action Research: A Model for Improvement of Practice for You, Your School, and the Community Served by Your School
Educators as Practitioner Researchers in Support of English Learning Students
Action Research Through a Culturally Proficient Practitioner Researcher Lens
Action Research Cycle Rubric for Culturally Proficient Practitioner Researchers
Action Research Getting Started Protocol
Closing Thoughts
Questions for Reflection
Resource A. Professional Learning Activity – Assessing Cultural Knowledge
Resource B. Professional Learning Activity – Valuing Diversity
Resource C. Professional Learning Activity – Managing the Dynamics of Difference
Resource D. Professional Learning Activity – Adapting to Diversity
Resource E. Professional Learning Activity – Institutionalizing Cultural Knowledge
Resource F. Recommended Books on Instructional Strategies
Matrix: How to Use Cultural Proficiency Books
References
Index
Tentang Penulis
Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on applying the Cultural Proficiency Framework in various contexts.Email – [email protected] Website – CCPEP.org Twitter – @RBLindsey41
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