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Developing Educator Expertise to Work with Adolescent English Learners

Module 6 – Equitable Policy and Practice for English Learners: What Should Teachers and School Leaders Know and Do?

By George C. Bunch

OVERVIEW    |    INTRODUCTION    |    PART 1    |     PART 2    |    PART 3    |    REFERENCES



Bartolomé, L. (2002). Creating an equal playing field: Teachers as advocates, border crosses, and cultural brokers. In Z. F. Beykont (Ed.), The power of culture: Teaching across language difference. Harvard Educational Publishing Group.


Brooks, M. D. (2020). Transforming literacy education for Long-Term English Learners: Recognizing brilliance in the undervalued. Routledge.


Bunch, G. C., Schlaman, H., & Rutherford-Quach, S. (2019). Where the rubber meets the road: Teachers and students report when implementing high-quality learning designs for English learners. In A. Walqui & G. C. Bunch (Eds.), Amplifying the curriculum: Designing quality learning opportunities for English Learners. Teachers College Press.


Casteñada v. Pickard, 648 F.2d 989 (United States Court of Appeals, Fifth Circuit. 1981).


De Oliveira, L. C., & Athanases. S. Z. (2007). Graduates’ reports of advocating for English language learners. Journal of Teacher Education, 58(3), 202–215.


Gándara, P. (2017). Deeper learning for English Learners. In R. Heller, R. E. Wolfe, & A. Steinberg (Eds). Rethinking readiness: Deeper learning for college, work, and life. Harvard Education Press.


Gándara, P. (2015). Deeper Learning research series; The implications of deeper learning for adolescent immigrants and English language learners. Jobs for the Future, 1–15.


Gibbons, P. (2009). English learners, Academic literacy and thinking: Learning in the challenge zone. Heinemann.

Gutierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25.


Lau v. Nichols, 414 U.S. 563 (U.S. Supreme Court 1974).


Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomy. Perspectives: A Journal of TESOL Italy, 23(2).


Mendez et al v. Westminster School District of Orange County et al, 161 F.2d 774 (9th Cir. 1947)  (United States Court of Appeals for the Ninth Circuit 1947).


Moje, E. B. et al. (2004). Working toward third space in content area literacy: An examination of funds of knowledge and discourse. Reading Research Quarterly 39(1), 38–70.


Orellana, M. F.  & Gutiérrez, K. D. (2006). What’s the problem? Constructing different genres for the study of English Learners. Research in the Teaching of English, 41(1).


Pease-Alvarez, L. & Thompson, A. (2014). Teachers working together to resist and remake educational policy in contexts of standardization. Language Policy, 13, 165–181


Plyler v. Doe, 457 U.S. 202  (U.S. Supreme Court 1982).


Ricento, T. K., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427.


Samway, K. D., Pease-Alvarez, L., & Alvarez, L. (2020). Supporting newcomer students: Advocacy and instruction for English Learners. TESOL Press and Norton.


Thompson, K. D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education. American Educational Research Journal, 50(6), 1249–1278 doi:10.3102/0002831213502519


Valdés, G. (2001). Learning and not learning English: Latino students in American schools. Teachers College Press.


Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. Routledge.


Walqui, A. (2005). Who are our students? In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for English language learners (pp. 7–21). Longman.


Walqui, A. & Bunch, G. C. (Eds.). (2019). Amplifying the curriculum: Designing quality learning opportunities for English Learners. Teachers College Press.


Yosso, T. Y. (2002). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69–91.


Yosso, T. J. & Burciaga, R. (2016). Reclaiming our histories. Center for Critical Race Studies(5), 1–4.

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