Document Type

Book Chapter

Publication Date

2023

Publication Title

Handbook of Research on Solutions for Equity and Social Justice in Education

Pages

154-174

Publisher Name

IGI Global

Publisher Location

Hershey, Pennsylvania

Abstract

Classrooms are more diverse than ever before with increasing numbers of multilingual students who are developing English proficiency while simultaneously being expected to learn and perform in English in literacy and the content areas. In the context of the United States, previous efforts to prepare teachers for the heterogeneous population of students have led to simplified curriculum that limits children’s equitable access to rigorous disciplinary learning. This chapter probes one project’s efforts to build capacity in schools by holistically preparing educators across grades and disciplines to provide equitable instruction for students labeled as English learners. Using a framework that added a language lens to the understanding by design framework already used in partner schools, participants developed understandings and practices that facilitated curricular design that maintained focus on language across instruction.

Identifier

9781799896807

Comments

Author Posting © IGI Global, 2023. This chapter is posted here by permission of IGI Global for personal use, not for redistribution. This chapter was published in Handbook of Research on Solutions for Equity and Social Justice in Education, Edited by James Etim Winston & Alice Etim Winston, pp.154-174. https://doi.org/10.4018/978-1-7998-9678-4.ch010

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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