Fern Westernoff & Paula Markus 
Powerful Practices for Supporting English Learners 
Elevating Diverse Assets and Identities

Highlight the assets of English Learners in your classroom


Students do better in school when their voices are heard. For English Learners, that means not only supporting their growing language proficiency, but also empowering them to share their linguistic and cultural identities.



This practical guide, grounded in compelling research and organized around essential questions and answers, is designed to help all educators build on their current competencies to authentically harmonize home languages and cultures in the classroom. Inside you’ll find



• The emotional, social, linguistic, cognitive, and academic rationale for incorporating cultural and linguistic assets

• Creatively illustrated powerful practices with concrete examples of successful implementation

• Myth-busting reflections to spark critical thinking about diversity, inclusive education, and family engagement 

• Curriculum connections tied to American and Canadian standards



By recognizing and validating every student’s linguistic and cultural assets, you create a supportive environment for academic success.

Inhaltsverzeichnis

Foreword

Acknowledgments

About the Authors

Introduction

Chapter 1. School and Community

A. What are some ways that schools can provide a welcoming environment for all students, families, and the local community?

B. How might initial assessment and reception services be offered to newcomer students and their families?

C. What are some ways to facilitate integration of students and families into school and the larger community?

D. What have we learned so far about supporting English Learners attending school from a distance?

Chapter 2. Classroom

A. What components of meaningful instruction are needed to support English Learners in every classroom?

B. What are some ways to expand students’ connections to new learning in an additional language?

C. What are some ways to embrace languages that we do not speak in the classroom?

D. How might we show that it is important for students to continue to develop the home language?

Chapter 3. Families

A. What are some ways to support families who are adjusting to life in a new country?

B. What are some ways to collaborate with parents?

C. What are some ways to partner with parents to support both the home language and English language development?

D. What are some ways to communicate with parents when we do not speak their languages?

Chapter 4. Students

A. What are some ways to ensure that English Learners maintain high levels of engagement in language learning?

B. What are some ways to support English Learners with exceptional needs?

C. What additional considerations are needed to help newcomers with a range of circumstances thrive and be successful?

D. What are some ways to support students with limited or interrupted formal schooling?

E. What are some ways to support newcomers who may be experiencing trauma?

Conclusion

References

Author Index

Subject Index

Über den Autor

Stephaney Jones-Vo is president of Starfish Education, LLC focusing on equity for English Learners. With over a decade of Title III grant directing, refugee sponsorship, and K-12 ESL classroom teaching experience, she served as an English Learner and Diversity consultant at a regional state education agency supporting multiple school districts to increase English Learner achievement. She has designed and facilitated ESL endorsement and cultural competence courses at several universities. A frequent presenter in the U.S. and in Canada, she has co- authored multiple books, chapters, and articles;  designed and delivered a variety of adult ESL classes for specific purposes and in the workplace, and advocated widely for English Learners.