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Language Power

Key Uses for Accessing Content
By: Margo Gottlieb, Mariana Castro

Foreword by Pauline Gibbons

Here, at last, is every K-8 teacher’s playbook on the critical role academic language plays in content learning and student achievement. The best part? It comes jam-packed with ready-to-use resources.

Full description

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781506375519
  • Published By: Corwin
  • Year: 2017
  • Page Count: 296
  • Publication date: March 16, 2017

Price: $32.95

Description

Description

Because explicit language instruction serves ALL students

Here, at last, is every K-8 teacher’s playbook on the critical role academic language plays in content learning and student achievement. What exactly is so different? Margo Gottlieb and Mariana Castro distill the complexities of language learning into four key uses through which students can probe the interplay between language and content, and demonstrate their knowledge and understanding. It’s as straight-forward as that.

Best of all, Language Power is jam-packed with hands-on, replicable resources to help you seamlessly integrate academic language into your daily routines: targeted examples, activities, and templates. Along the way, you’ll learn how to

  • Identify, plan, assess, and implement academic language instruction using the Discuss, Argue, Recount, and Explain conceptual tool
  • Utilize language within and across domains and content areas
  • Apply the inquiry cycle to the theme of academic language use
  • Expand stakeholders to include students other families

No matter who your students are, no matter which discipline you teach, the research reads the same: school achievement depends upon effective communication. Read Language Power, implement its resources, and soon see for yourself what a powerful tool language is in realizing this goal.

“This thought-provoking and very practical book will be welcomed by all educators who are striving to provide a more equitable curriculum for students. As Gottlieb and Castro suggest, this endeavor requires classroom teachers to think critically about the language they use with students, and develop the knowledge and skills to provide students with explicit and well-planned support for the development of academic language. Language Power will assist educators to make these endeavors a reality.”
Pauline Gibbons, Author of Scaffolding Language,
Scaffolding Learning, Second Edition


Key features

  • Designed to guide educators in systematically focusing on students’ academic language development as part of their classroom routines.
  • Helps simplify the complexity of language by focusing on four key uses (or communicative purposes): Discuss, Argue, Recount, and Explain.
  • Provides a step-by-step methodology for identifying, organizing, and presenting key uses to students and their teachers within and across language domains and content areas.
  • Includes an array of valuable resources such as charts, graphs, and checklists for use by a variety of stakeholders.
  • QR codes linked to BrainPOP resources including videos and text resources for use as a jumpstart for thinking about and illustrating academic language use in classrooms
Author(s)

Author(s)

Margo Gottlieb photo

Margo Gottlieb

Margo Gottlieb, a staunch advocate for multilingual learners and their teachers, has always envisioned multilingualism and multiculturalism
as cornerstones of education. As co-founder and lead developer of WIDA at the University of Wisconsin–Madison, over her career, Margo has been a language teacher, coordinator, bilingual facilitator, director of assessment and evaluation, and an international advisor. Having presented and keynoted across the United States and in 25 countries, she has worked with universities, organizations, governments, states, school districts, and schools in co-constructing linguistic and culturally sustainable educational policy and practice. Margo has been an invited blogger and speaker for virtual seminars, webinars, podcasts, book chats, and videos; in addition, she has enjoyed reviewing books, journal articles, policy papers, and grants.

Over the years, Margo’s scholarship has focused on co-designing language development standards frameworks for WIDA, TESOL International Association, Guam, and American Samoa, reconceptualizing classroom assessment, coconstructing curricular frameworks for multilingual learners, and evaluating language policy. Margo has been appointed to national and state expert advisory boards and has been a Fulbright Senior Scholar in Chile, appointed to the US Department of Education’s Inaugural National Technical Advisory Council, and was honored by TESOL International Association for her significant contribution to the TESOL profession.

Holding a PhD in Public Policy Analysis, Evaluation Research, and Program Design, Margo has published extensively, having authored, co-authored, or co-edited over 100 publications including monographs, guides, manuals, white papers, technical reports, articles, more than 30 chapters, encyclopedia entries, and 20 books. Joining Assessment in Multiple Languages: A Handbook for School and District Leaders (2022) and its companion, Classroom Assessment in Multiple Languages: A Handbook for Teachers (2021), she is proud to add this 3rd edition of her best-selling book to her Corwin compendium.
Mariana Castro photo

Mariana Castro

Mariana Castro, Ph.D. is Director of Standards for WIDA at the Wisconsin Center for Education Research, University of Wisconsin- Madison, where she has also served as Director of Academic Language and Literacy Initiatives and Director of Teaching and Learning. Mariana is, foremost, an educator, having taught science, ESL courses, and bilingual classes in K-12 systems. As an educator, she also lead professional development for ESL and bilingual educators at her district. Mariana has also taught undergraduate and graduate courses at UW-Whitewater and Edgewood College in Madison, Wisconsin, where she lives with her husband, Andy, and three children, Amy, Andrés and Diego. During her career as an educator, she worked with multilingual students, students with significant cognitive disabilities, and students with limited or interrupted formal education, and collaborated with educators and administrators in and out of the classroom. It was this work that has provided the foundation and inspiration for her career.

Over the last ten years, Mariana has worked with in-service teachers and administrators across the US and abroad on building capacity related to instruction and programming with a focus on language development. She has also presented at national conferences, including TESOL, Learning Forward, NABE, La Cosecha, ASCD, AERA, AAAL and at many regional and local conferences across the country. Internationally, she has worked with educators in Mexico, Dubai, Thailand, and Argentina in designing spaces for meaningful participation and multilingual development for language learners.

Mariana’s service to the field include serving as an expert in policy and theory-to-practice panels related to the education of English learners, being an active member of the Second Language Research Special Interest Group at the American Educational Research Association, and serving as a reviewer for the South African Journal of Education and the TESOL Journal. She participated in the development of the Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards and in the development of a variety of standards, including WIDA English Language Development Standards, K-12; WIDA Spanish Language Development Standards, K-12; and WIDA Early Language Development Standards for children 2.5 through 5.5 years old, in English and Spanish. She has also lead the development of multiple publications derivative of the aforementioned standards. Mariana has also served as Principal Investigator for a variety of grants and research related to early language development, English language development, Spanish language development, data literacy, and family engagement. Mariana’s research interests also include translanguaging and social justice in education.

Mariana’s publications include a co-edited volume Common core, bilingual and English language learners: A resource for educators (Guadalupe Valdés and Kate Menken), Formative language assessment for English learners: A Four-Step Process (MacDonald, Boals, Cook & White), a chapter in Intersectionality and urban education: Identities, policies, spaces, and power (Mancilla & Boals), and articles in Language Magazine, Soleado, and the WIDA Focus Bulletin series.

Table of Contents

Table of Contents

FOREWORD


ABOUT THIS BOOK


The Purposes for the Book

Organization of the Book

Features of the Book

How to Use This Book

ABOUT THE AUTHORS


ACKNOWLEDGMENTS


PREFACE


The Inquiry Cycle

ASK

EXPLORE

APPLY

REFLECT

TAKE ACTION

CHAPTER 1. EXAMINING KEY USES OF ACADEMIC LANGUAGE

ASK

EXPLORE

APPLY

DISCUSS

ARGUE

RECOUNT

EXPLAIN

REFLECT

TAKE ACTION

CHAPTER 2. IDEAS AND INSPIRATION: PLANNING FOR INTEGRATING KEY USES OF ACADEMIC LANGUAGE

ASK

EXPLORE

APPLY

REFLECT

TAKE ACTION

CHAPTER 3. ATTAINMENT AND ACHIEVEMENT: ASSESSING KEY USES OF ACADEMIC LANGUAGE ACROSS THE CONTENT AREAS

ASK

EXPLORE

APPLY

REFLECT

TAKE ACTION

CHAPTER 4. EFFICACY AND EQUITY: IMPLEMENTING KEY USES OF ACADEMIC LANGUAGE

ASK

EXPLORE

APPLY

REFLECT

TAKE ACTION

CHAPTER 5. COLLABORATION AND COMMUNITY OUTREACH: INVOLVING STAKEHOLDERS IN KEY USES OF ACADEMIC LANGUAGE

ASK

EXPLORE

APPLY

REFLECT

TAKE ACTION

GLOSSARY


INDEX


Reviews

Reviews

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