Shadowing Multilingual Learners

by Ivannia Soto

Overview

Walk in your Students’ Shoes with Multilingual Learner Shadowing

Updated after 10 years of research and practice, the second edition of this bestselling resource includes an overview on the importance of oral language development, information on preparing the shadowing experience, the complete shadowing protocol, a guide for analyzing the shadowing experience and key oral language development strategies. The new edition also adds improved data collection for oral language expression, as well as highlights updated research and classroom practice concerning new policies and programs implemented across the country. A comprehensive guide to ELL shadowing is presented alongside

· Detailed case studies showing real-world examples

· Guidelines for analyzing and reflecting on the shadowing experience

· Guidelines for shadowing in a virtual environment

· Guidelines for shadowing in a multilingual environment

· An assets-based orientation to student learning and the use of achievement data to improve ELL education

Product Details

ISBN-13:	9781071818589
Publisher:	SAGE Publications
Publication date:	04/12/2021
Edition description:	Second Edition
Pages:	184
Product dimensions:	8.50(w) x 11.00(h) x (d)

About the Author

Ivannia Soto, Ph D , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University’s School Redesign Network (SRN), West Ed, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust–West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/

Table of Contents

Acknowledgments ix

What's New in this Edition xi

About the Author xiii

Introduction 1

Section I Purpose of Shadowing 3

Chapter 1 Creating a Sense of Urgency 5

Four Essential Shifts Educators Must Make on Behalf of Multilingual Learners 6

Preparing Teachers to Instruct Multilingual Learners 8

Organization of the Book 12

Chapter 2 History and Context or Shadowing 15

Development of the Shadowing Process 16

Types of Shadowing Projects 17

MLL Shadowing Processes 18

Chapter 3 A Day in the Life of Josue, a Multilingual, Learner 23

Student Profile of Josue 23

Debriefing the MLL Shadowing Experience 27

Section II Research Base 29

Chapter 4 The Role of Academic Speaking 31

The 15-Minute Rule 33

Teacher-Guided Reporting 34

Graphic Organizer for Teacher-Guided Reporting 35

Benefits of Language Talk for MLLs 36

Monitoring Academic Speaking During MLL Shadowing 41

MLL Shadowing Codes for Academic Speaking 41

Chapter 5 The Importance of Active Listening 45

Nunan's Quadrants of Listening 46

Coding for Academic Listening 47

Section III Preparation for Shadowing 51

Chapter 6 Preparing for a Shadowing Training 53

Organizing and Setting Up a Shadowing Project 53

Districtwide MLL Shadowing 54

Data Talk for MLL Shadowing Debriefing 62

Targeting Professional Development According to MLL Needs 66

Chapter 7 How to Use the Shadowing Protocol 71

MLL Shadowing Protocol Overview 73

Section IV Debriefing the Shadowing Experience 91

Chapter 8 Analyzing and Reflecting on the Results of Shadowing 93

Debriefing the MLL Shadowing Experience 93

Chapter 9 Using the Results to Leverage Change 103

MLL Shadowing Next Steps: Needs Assessment 104

Section V Next Steps with Shadowing Multilingual Learners 111

Chapter 10 Next Steps and Follow-Up to Shadowing Multilingual Learners 113

MLL Follow-Up on Academic Language Development 113

Conclusion 130

Appendix A Shadowing Multilingual Learners Resources 133

Road to Reclassification: Academic Goal Setting 134

MLL Shadowing Protocol Form 136

Norwalk-La Mirada Shadowing Multilingual Learners Sample Agenda: Half-Day Schedule 138

Santa Barbara County Shadowing Multilingual Learners Sample Agenda 139

Shadowing Multilingual Learners Next Steps: Needs Assessment 140

Shadowing Multilingual Learners Experience: Reflection 142

Blank MLL Student Profile for Shadowing 143

Norwalk-La Mirada Shadowing Multilingual Learners Sample Agenda: Full-Day Schedule 144

Appendix B Academic Language Development Resources 145

Think-Pair-Share 146

Discourse Sentence Frames for Multiple Purposes 147

Listening and Speaking Visual Reminders 149

FRAYER MODEL-Strategy for Vocabulary Development 150

Reciprocal Teaching Organizer 151

Reciprocal Teaching Role Cards 152

Questioner/Connector Cards 153

Teacher-Guided Reporting Organizer 154

Academic Language Development Lesson Plan 155

The Tuning Protocol 156

Index 159