Breaking Down the Wall: Essential Shifts for English Learners’ Success
Brand: Corwin
Categories: Books, Education & Teaching, Schools & Teaching



Dimensions: 6.9 x 0.7 x 9.9 inches
Language: English
ISBN-10: 1544342616
Publisher: Corwin
Print length: 240 pages
Publication date: October 22, 2019
ISBN-13: 978-1544342610
Edition: 1st
subtitle: 1st Edition
author: Margarita Espino Calderon Visit Amazon's Maria G. Dove Page search results Maria G. Dove Visit Amazon's Diane Staehr Fenner Page search results Diane Staehr Fenner Margo Gottlieb Visit Amazon's Andrea Honigsfeld Page search results Andrea Honigsfeld Tonya W. Singer Shawn M. Sinclair-Slakk Ivannia Soto Visit Amazon's Debbie Zacarian Page search results Debbie Zacarian
review: Editorial Reviews About the Author Dr. Margarita Espino Calderón is Professor Emerita/Senior Research Scientist at Johns Hopkins University. She has worked on numerous research and development projects focusing on reading for English learners funded by the U.S.D.O.E Institute of Education Sciences, the U.S. Department of Labor, and collaborated with Harvard and the Center for Applied Linguistics on a longitudinal study funded by the NICHD. The Carnegie Corporation of New York funded her five-year empirical study to develop Expediting Comprehension for English Language Learners (ExC-ELL), a comprehensive professional development model for math, science, social studies, language arts, ESL and SPED teachers that integrates language, literacy and content. She also developed two other effective evidence-based programs: Reading Instructional Goals for Older Readers (RIGOR) for Newcomers with Interrupted Formal Education. Additionally, the Bilingual Cooperative Integrated Reading and Composition (BCIRC ) program was developed for dual language instruction and is listed in the What Works Clearinghouse. Currently, Margarita collaborates with George Washington University on a Title III five-year grant to implement and further study A Whole-School Approach to Professional Development with ExC-ELL in Virginia school districts. She is a consultant for the U.S. Department of Justice and Office of Civil Rights. She serves and has served on national language and literacy research panels. Margarita is also President/CEO of Margarita Calderón and Associates, Inc. Dr. Calderón and her team of 10 Associates conduct ExC-ELL comprehensive multi-year professional development and on-site coaching in schools, districts, state-wide and international Institutes. She has over 100 publications on language and literacy for ELs. Maria G. Dove , Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of culturally and linguistically diverse students. She has published numerous books, articles, and book chapters on collaborative teaching practices and instructional strategies for English learners. With Andrea Honigsfeld, she coauthored four best-selling Corwin Press books, Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Co-Teaching for English Learners: A Guide to Collaborative Co-Planning, Co-Teaching, Co-Assessment, and Reflection (2018) and their latest volume, the second edition of their 2010 best seller, Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019). Diane Staehr Fenner, Ph.D. is the president of SupportEd ( www.GetSupportEd.net ), a woman-owned small business located in Washington, DC that is dedicated to empowering English learners and their educators. She collaborates with her team to provide EL professional development, technical assistance, and curriculum and assessment support to school districts, states, organizations, and the U.S. Department of Education. Prior to forming SupportEd, Diane was an ESOL teacher, Dual Language Assessment teacher, and ESOL Assessment Specialist in Fairfax County Public Schools, VA. She has also taught in Berlin, Germany and Veracruz, Mexico and speaks German as well as Spanish. Diane grew up on a dairy farm in Central New York and is a first-generation college graduate. She has written several books on EL education, including co-authoring Unlocking English Learners’ Potential: Strategies for Making Content Accessible and authoring Advocating for English Learners: A Guide for Educators. She is a frequent keynote speaker on EL education at conferences across North America. You can connect with her by email at or on Twitter at @DStaehrFenner . Watch Diane′s Webinar: Advocating for English Learners: Sharing the Responsibility and the Joy Dr. Margo Gottlieb is co-founder and lead developer for WIDA (a consortium of 41 states, territories, and federal agencies along with the international consortium of 500 schools) housed at the Wisconsin Center for Education Research, University of Wisconsin-Madison. For years she was Director, Assessment and Evaluation, for the Illinois Resource Center, an arm of the Illinois State Board of Education. Starting her career as a teacher and bilingual coordinator, Margo has been devoted to the education and equity of multilingual learners. She served as a Fulbright Senior Specialist in Chile, was appointed to the U.S. Department of Education’s Inaugural National Technical Advisory Council, and was honored by TESOL International Association in 2016 for her significant contribution to the TESOL profession. Recently, Margo’s scholarship has focused on designing language development standards frameworks, promoting student agency through assessment as, for, and of learning, evaluating language education policy, and designing linguistically and culturally sustainable curriculum. Margo has keynoted, presented, and consulted in over 21 countries and almost every state in the U.S., providing technical assistance to school districts, universities, governments, publishers, and organizations. She has published over 90 articles, monographs, guides, encyclopedia entries, and chapters as well as authored, co-authored, or co-edited over 20 books, including Classroom Assessment in Multiple Languages: A handbook for educators , Assessing multilingual learners: A month-by-month guide , Language power: Key uses for accessing content (with M. Castro), and Assessing English language learners: Bridges to equity (2 nd ed.). Learn more about Andrea Honigsfeld′s PD offerings Andrea Honigsfeld , EdD, is TESOL Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. She teaches graduate courses on linguistics, TESOL methods, and cultural and linguistic diversity. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 18 years, she has been presenting at conferences across the United States, Canada, China, Denmark, Great Britain, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014) and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010) , Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013) , Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013) , Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So- Common Learner (2014) , Collaboration and Co-Teaching: A Leader’s Guide (2015) , Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018) , and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), seven of which are Corwin bestsellers. She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020).