Autorentext

Andrea Honigsfeld, EdD, ****is professor in the School of Education at Molloy College, Rockville Centre, New York. 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 has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.

She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-Teaching for English Learners: Evidence-Based Practices and Research-Informed Outcomes (2020), Portraits of Collaboration: Educators Working Together to Support Multilingual Learners (2022), and coauthored 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), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), **Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). **She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2022), Digital-Age Teaching for English Learners (2022), Collaboration and Co-Teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners' Success (2024), Collaboration for Multilingual Learners With Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), and Nine Dimensions of Scaffolding for Multilingual Learners (2026). Ten of her Corwin books are bestsellers.

Klappentext

Empower emergent multilingual learners to thrive with multidimensional strategies that go beyond simple translation

When emergent multilingual learners enter a new classroom, educators often grapple with a complex question: to translate or not to translate? Wait, Don't Just Translate offers a nuanced approach, moving beyond simple translation as a go-to strategy. Addressing the urgent need to foster true belonging, this book provides K-12 educators with a comprehensive, empathetic ... approach to honoring students rich linguistic and cultural heritages without overreliance on translation.

Key features include:

• Authentic vignettes that let you walk in the shoes of emergent multilingual learners and better understand their unique experiences.
• Sample teacher-created materials and ready-to-use instructional tools that effectively move beyond translation.
• Self-assessment tools and reflection probes to continuously affirm and challenge your asset-based practices.
  By embracing these inclusive practices, you'll discover how to create affirming spaces where newcomer and emergent multilingual learners feel safe, valued, and empowered to thrive academically, linguistically, and socially.

Inhalt

Chapter 1: Introduction
Chapter 2: Classroom and School Environment
Chapter 3: Building Effective Relationships
Chapter 4: Language and Literacy
Chapter 5: Curriculum
Chapter 6: Instructional Practices
Chapter 7: Assessment Practices
Chapter 8: Preparing for the Future