PERHAPS A GIFT VOUCHER FOR MUM?: MOTHER'S DAY
Margo Gottlieb, Ph.D., is a staunch advocate for multilingual learners and their teachers. As co-founder and lead developer of WIDA at the University of Wisconsin-Madison in 2003, Margo has helped design and contributed to all the editions of WIDA’s English and Spanish language development standards frameworks and their derivative products. Being a bilingual teacher, facilitator, consultant, and mentor across K-20 settings, she has worked with universities, organizations, governments, states, school districts, networks, and schools in co-constructing linguistic and culturally sustainable curriculum and reconceptualizing classroom assessment policy and practice. Margo’s passion has always been assessment in its many forms, starting with her dissertation, a K-12 multilingual test in Spanish, Lao, and English that integrated content and language. Since then, she was appointed to national and state advisory boards, served as a Fulbright Senior Scholar, and was honored by the TESOL International Association in 2016 for her significant contribution to the field. In her travels, Margo has enjoyed keynoting and presenting across the United States and in 25 countries. Having authored, co-authored, or co-edited over 100 publications, including 20 books and guides, Margo′s 3rd edition of her best-selling book, Assessing Multilingual Learners: Bridges to Empowerment, is the latest addition to her Corwin compendium. Gisela Ernst-Slavit, PhD, is a Professor in the College of Education at Washington State University Vancouver. She investigates language teacher education in culturally and linguistically diverse settings using ethnographic and sociolinguistic perspectives. In addition to other publications, she is co-author of Access to Academics: Planning Instruction for K-12 Classrooms with ELLs (Pearson, 2010), From Paper to Practice: Using the TESOL’s English Language Proficiency Standards in PreK-12 Classrooms (TESOL, 2009), and TESOL PreK-12 English Language Proficiency Standards (TESOL, 2006). Dr. Ernst-Slavit, a native from Peru, has given numerous presentations in the United States and Canada as well as in Japan, Pakistan, Peru, Spain, Thailand, and The Netherlands.
This book provides a promising vision on how to teach academic language to diverse learners including English Language Learners (ELLs). The authors present a comprehensive framework that combines learning content and language in ways that engage students to learn key ideas and concepts, link concrete knowledge and abstract knowledge, and promote critical thinking. The specific steps on how to create differentiate language objectives for ELLs at different levels of English language proficiency is particularly helpful. I highly recommend this book for general education and English as-a-second language teachers who work as a team to provide effective instruction for diverse learners. -- Maria del Rosario (Charo) Basterra, Deputy Director Academic Language weaves content and language teaching as a focus for designing viable units of learning throughout the school year. By providing students with linguistic tools to understand and use academic content, it enhances their opportunities to meet the rigor of the Common Core State Standards and the Next Generation Science Standards. The authors offer explicit examples of how to build students' language development using a framework with clear learning targets that lead to effective teaching practices. -- Janeen A. Kelly, Director of Department of ELL/WL This detailed and richly exampled book provides a comprehensive framework for both pre-service and practicing teachers to dig deeply into the nature and development of the language skills necessary for academic success. It emphasizes the need to move beyond a narrow conception of academic language as vocabulary words to an exploration of the nature of instructional and assessment practices that develop language and thinking at the conceptual and discourse levels. The classroom-based examples from across the curriculum, including the arts and physical education, illuminate the nature of the language demands unique to and common across each discipline. I highly recommend this book as a vital tool to guide curriculum planning and renewal at every level. -- Nancy Commins, Clinical Professor This book brings language learning in the classroom alive! While there is plenty of theory and research to ground the practices the authors describe, this is not a dry book about language learning. Against a backdrop of new standards, the authors skillfully take the reader through detailed vignettes of classroom practice that support students' development of academic language, while at the same time discussing why the practice is effective. For those who are interested in learning more about academic language and how to help students develop it, this book is a must read. -- Margaret Heritage, Assistant Director for Professional Development
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