Andrea Honigsfeld & Maria G. Dove 
From Equity Insights to Action [PDF ebook] 
Critical Strategies for Teaching Multilingual Learners

Acknowledgments
About the Authors
About the Illustrator
CHAPTER 1. ESTABLISH YOUR WHY
THE URGENCY
WHO ARE MULTILINGUAL LEARNERS?
WHAT IS EQUITY?
HOW THIS BOOK GUIDES EQUITY WORK FOR MLS
CHAPTER ORGANIZATION
WHY EVERY EDUCATOR SHOULD READ THIS BOOK
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 2. AMPLIFY THE TALENTS, SPIRITS, AND PERSONAL POWERS OF MLS
THE URGENCY
TALK WITH AND LISTEN TO YOUR STUDENTS
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
AMPLIFY MLS’ TALENTS, NURTURE THEIR GIFTS, AND UPLIFT THEIR SPIRITS
MULTILINGUAL CONSCIOUSNESS: A PATHWAY TO EQUITY
EQUITY MOVES TO BOLSTER STUDENTS’ TALENTS
BRIDGES TO EQUITABLE PRACTICES: INFUSING THE SPIRIT OF LEARNING
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 3. RECALIBRATE THE CURRICULUM TO ACCELERATE LEARNING FOR MLS
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
RECALIBRATING THE CURRICULUM
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 4. TEACH AND ASSESS TO BUILD STUDENT AUTONOMY, AGENCY, AND RESILIENCE
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
LET’S TEACH THE WAY STUDENTS LEARN
LET’S TEACH THE WAY STUDENTS CAN SUCCEED
EQUITY-INFORMED, INTEGRATED APPROACHES TO PLANNING INSTRUCTION FOR MLS
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITABLE ASSESSMENT PRACTICES
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
CHAPTER 5. HARNESS THE POWER OF CONNECTIONS AND RELATIONSHIPS
THE URGENCY
STUDENT PORTRAITS
LOOKING BACK, LOOKING AHEAD
OUR CONNECTED RESPONSIBILITY TO STUDENTS
SOCIAL-EMOTIONAL LEARNING IN SUPPORT OF EQUITY
STRATEGIES FOR BUILDING CONNECTIONS IN THE CLASSROOM
STRATEGIES FOR BUILDING CONNECTIONS BEYOND THE CLASSROOM
TALK WITH AND LISTEN TO YOUR STUDENTS
EQUITY IN ACTION
PARTING THOUGHTS
REFLECTIONS AND ACTIONS
KEY RESOURCES
References and Further Reading
Index

Carrie L. Mc Dermott Goldman, Ed.D.,  is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K – 12 in high needs settings and college-level ESL.  She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators.  Throughout the pandemic, she also created and implemented an online teaching mentoring program.   She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550, 000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, “Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners, ” co-authored chapter with Andrea  Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); “Positive outcomes for ELs in an Integrated Social Studies Class, ”co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); “Classroom Management for Culturally and Linguistically Diverse Learners” co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and “Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and “Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction” co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and “Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class” (2021) in New York State ASCD Impact Journal.