A welcoming environment that embraces multilingual learners’ wealth of knowledge and cultural assets is one that avoids deficit mind-sets and helps to ensure linguistic equity in the literacy classroom.
This ILA Resource Collection focuses on ways in which educators can move beyond labels and center the lives of their linguistically diverse students by focusing on areas such as writing instruction, family engagement, translanguaging strategies, and more.
All of the products listed below are included in the collection price.
Effective approaches for immigrant students, including engaging in genuine, mutual learning of their cultural knowledge, experiences, and practices.
Speaker(s): Guofang Li
The award-winning author on the coping strategies she developed as a struggling reader, and how she eventually developed a lifechanging love of words.
Speaker(s): Carmen Agra Deedy
Their 3 T’s framework—topics, texts, and translanguaging—and what it looks like in elementary through high school classrooms. *This video is excerpted from a full session.
Speaker(s): Carla España and Luz Yadira Herrera
How understanding the role of global citizenship in literacy learning spaces is a crucial practice for sustaining adolescent and young adult students’ multilingualism.
Author(s): Sara P. Alvarez, Amy J. Wan
Practical instruction grounded in students’ identities that engages them in meaningful learning and interactions.
Author(s): Rebecca E. Linares
Translanguaging and how it can be used to deepen multilingual students’ understandings of texts, develop students’ sense of confianza (confidence), and foster critical metalinguistic awareness.
Author(s): Ofelia García, Jo Anne Kleifgen
A look at four cases of students using languages other than English to make sense of the world in and outside of school.
Author(s): Shannon M. Daniel, Mark B. Pacheco
How building integrated communities and sustaining families’ multiliteracies and languages is essential to engaging families of bi/multilingual learners.
Author(s): Lisa M. Dorner, Kim Song, Sujin Kim, Lina Trigos-Carrillo
On the need to support bi/multilingual learners with instruction that is interactive, cognitively challenging, strength based, and filled with authentic experiences.
Author(s): Amanda P. Goodwin, Robert Jiménez