Educators all over the world are being challenged to provide effective instruction for culturally and linguistically diverse learners and immigrant communities while valuing and celebrating students’ cultural backgrounds. This task requires training, professional development, cultural sensitivity, and responsibility to promote positive outcomes.

Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators is a critical research publication that bridges linguistics theory and practice and comprehensively addresses all fundamentals of linguistics through the English language learning lens. Featuring topics such as curriculum design, immigrant students, and professional development, this book is essential for educators, academicians, administrators, curriculum designers, instructional designers, researchers, policymakers, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Assessment
Content and Language Learning
Curriculum Design
Emergent Bilinguals
Immigrant Communities
In-service and Pre-service Teacher Education
Intercultural Competence
Linguistic Development and Resources
Linguistically and Culturally Responsive Teaching
Migrant, Immigrant, Refugee, and Newcomer Students
Pedagogy
Professional Development
Transformative Leadership
Translanguaging Practices

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Editor/Author Biographies

Alina Slapac, is an Associate Professor in College of Education, in the Department of Educator Preparation & Leadership at the University of Missouri, St. Louis (UMSL). During 2015 -2016, she was a Co-Principal Investigator (Co-PI) for the 2011 NPD grant, Quality Teachers for English Learners (QTEL). She is also a Fellow in the Inquiry Circle Program on global competency (the Longview Foundation, UMSL Global, and UMSL College of Education, 2019-2020); an International Studies Fellow (Center of International Studies, UMSL, 2012-2016), a recipient of the Emerson Excellence in Teaching Award (UMSL, 2013-2014) and a recipient of O.L. Davis Counselor of Distinction Award (Kappa Delta Pi International Honor Society in Education, 2015). Her research interests include linguistically and culturally responsive (LCR) teaching and competencies of preservice and inservice teachers in the United States and international settings, multicultural and bilingual education, supports for English Learners and immigrant students, teachers and families, and qualitative research methods, including action research.

Sarah A. Coppersmith most recently has been an Assistant Research Professor in the University of Missouri, St. Louis (UMSL) College of Education and an Adjunct Instructor of Geography in the Humanities Division at Lindenwood University, St. Charles, Missouri. She is currently a Fellow in the Inquiry Circle Program on global competency (Longview Foundation, UMSL Global, and UMSL College of Education, 2019-2020). Her recent research includes a focus on in-service and pre-service teachers’ application of linguistically and culturally responsive teaching practices with English learners; stress, self-efficacy, and inquiry learning with pre-service teachers; explorations of inquiry learning in the Fur Trade Era in the Mid-Mississippi Valley in an International Baccalaureate Language Immersion setting, and moral agency beliefs of undergraduates studying World Regional Geography.

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