000			03083cam a2200385 i 4500
001			22738059
003			OSt
005			20240906135903.0
008			220805s2023 cauak b 001 0 eng
010			_a 2022033327
020			_a9781071884607 [paperback]
040			_aDLC _beng _erda _cDLC
042			_apcc
043			_an-us---
050	0	0	_aPE1128.A2 _bZ33 2023
082	0	0	_aREF 428.24071073 Z11 2023 _223/eng/20220805
100	1		_aZacarian, Debbie, _eauthor.
240	1	0	_aTransforming schools for English learners
245	1	0	_aTransforming schools for multilingual learners : _ba comprehensive guide for educators / _cDebbie Zacarian ; foreword by Katie Toppel.
250			_aSecond edition.
264		1	_aThousand Oaks, California : _bCorwin, _cc2023
300			_axiv, 218 pages : _billustrations, forms ; _c28 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
520			_a"The first edition of this book (entitled "Transforming Schools for English Learners") offered a practical guide to transforming schools into places in which Multilingual Learners (MLs) are valued, affirmed and able to reach their highest potential. Its target audience, building and central office administrators appreciated its practicality and comprehensive coverage of everything from program model selection to evidence based practices for promoting language development in the context of learning academic content. Since the publication of the first edition, new research and developments in practice have furthered our understanding of how to effectively lead schools for Multilingual Learner success. These include: 1. A more nuanced understanding of the socicultural underpinnings of language development, influenced by research from psychiatry, social work, and education. 2. A shift from deficit to asset-based models that affirm the value of multilingualism as well as multilingual families' funds of knowledge. 3. A greater appreciation of the importance of both culturally responsive instruction and social emotional learning. 4. Increased awareness of the presence and influence of ACES -- particularly among undocumented children and their families and unaccompanied minors who live in chronic fear of deportation as well as families who have fled civil crises and war in their homelands. In addition, major federal and state policy shifts (e.g., ESSA, Proposition 58 in California), compounded by the impact of the pandemic on MLs and their families have dramatically changed the playing field"-- _cProvided by publisher.
650		0	_aEnglish language _xStudy and teaching _zUnited States _xForeign speakers.
650		0	_aSchool management and organization _zUnited States.
700	1		_aToppel, Katie, _ewriter of foreword.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cREF _n0
999			_c5355 _d5355