Culturally Proficient Practice: Supporting Educators of English Learning Students

Front Cover

Help your English learning students achieve academic success!

Designed to empower educators to become agents of change in their classrooms, schools, and communities, this guide introduces the principles of Cultural Proficiency and how they can help improve educators’ ability to effectively teach English language learners. This book features:

  • Activities that build core Cultural Proficiency skills and promote personal transformation
  • A chapter-by-chapter rubric for working effectively with English learning students
  • A conversation-starting case story featuring the River View School District
  • Strategies for using action research to improve the success of English learning students
 

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Contents

Part I The Context and Tools for Educating English Learning Students
1
1 Setting the Context
5
2 The Tools of Cultural Proficiency
21
Changing the Conversation
35
A Context for Educating Linguistically and Culturally Diverse Students
51
You Your School and Your Community
53
You Your School and Your Community
71
You Your School and Your Community
85
9 Guiding Your Own Research That Leads to Action
133
Resource A Professional Learning ActivityAssessing Cultural Knowledge
149
Resource B Professional Learning ActivityValuing Diversity
151
Resource C Professional Learning ActivityManaging the Dynamics of Difference
153
Resource D Professional Learning ActivityAdapting to Diversity
157
Resource E Professional Learning ActivityInstitutionalizing Cultural Knowledge
161
Resource F Recommended Books on Instructional Strategies
165
How to Use Cultural Proficiency Books
167

You Your School and Your Community
99
You Your School and Your Community
117
Part III Next Steps
131

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About the author (2012)

Dr. Reyes L. Quezada was born in San Juan De Los Lagos, Jalisco, Mexico. His family of 8 immigrated to the United States and settled in Southern California in a farm near the Mexican border by Brawley. He was seven years old. His father was a farmworker and participated in the Bracero Program (Guest worker) in the early 1960’s, his mother was a stay home mom who provided a caring and loving environment for his brothers and sisters. He has been a teacher, community college counselor and teacher educator for the past thirty-eight years, twenty of those years as a professor. He joined the University of San Diego, San Diego California in 1999. He has been a professor at the University of Redlands, and California State University Stanislaus. He holds Community College credentials in Counselor Education, Supervision, Psychology, and a California Multiple-Subjects Bilingual Emphasis Teaching credential-Spanish. His degrees include a Bachelor of Arts from San Jose State University and a Minor in Mexican American Studies, and holds four Advanced Degrees-a Masters degree in Education from the University of San Diego, and a Masters degree from San Diego State University, a post Masters degree-Educational Specialist degree from Point Loma Nazarene College and a doctorate from Northern Arizona University, Flagstaff, Arizona.

Dr. Quezada has presented at international, national, and state conferences (France, Spain, South Africa, Mexico, Costa Rica, Middle East, Italy, England, Colombia, Canada, Hong Kong, Thailand, Cambodia, Philippines, Czech Republic, Greece, Ghana, and in Israel). His teaching, research and publications are on issues of cultural proficiency, equity, international education, diversity, family school and community engagement, bilingual education and migrant education. His publications include four books, twenty journal articles and eleven book chapters. He has edited five themed journals on internationalizing colleges and schools of education for the Catholic Education Journal, Teacher Education Quarterly, and in Teaching Education, as well as on Family, School and Community Engagement and Partnerships in the journals Teaching Education and Multicultural Education.

He is on the board of directors for state, national and international organizations including the national Council of Educator Preparation Programs (CAEP), the American Association for Colleges for Teacher Education (AACTE), and the current Chair of the International Council for the Education of Teachers (ICET). He was the Co-chair of the California Commission on Teacher Credentialing-Committee on Accreditation (COA), and was Associate Editor for Teacher Education Quarterly, and sits on many editorial and review boards including the Annual Editions of Multicultural Education, Teacher Education Quarterly, Issues in Teacher Education, the School Community Journal, the Journal of Hispanics in Higher Education, Educational Research Journal, Teacher Education Quarterly, Horizon, the Journal of International Studies, and Issues in Teacher Education. He was on the San Bernardino County-Third District Supervisor Representative to the Equal Opportunity Commission, and former School Board President and current member for Real Journey Academies Charter School in San Bernardino, California.


Delores B. Lindsey, Ph.D., retired as Assistant Professor of Educational Administration, at California State University, San Marcos. However, she has not retired from the educational profession. Using the lens of Cultural Proficiency, Dr. Lindsey helps educational leaders examine their policies and practices, as well as their individual beliefs and values about cross-cultural communication. Delores’ message to her audiences focuses on socially just educational practices and diversity as assets to be nurtured. Dr. Lindsey coaches educators to develop their own inquiry and action research. Her favorite reflective questions are: Who are we? and Are we who we say we are? She serves schools, districts, and county offices as an Adaptive Schools Training Associate, a Cognitive Coach Training Associate, and a consultant to develop culturally proficient educators and schools. Her recent publications include A Culturally Proficient response to the common core: Ensuring equity through professional learning (2015, Lindsey, Kearney, Estrada, & Lindsey); and Culturally Proficient inclusive schools: All means all! (2018, Lindsey, Thousand, Jew & Piowlski).

Randall B. Lindsey is Emeritus Professor at California State University, Los Angeles. He has served as a teacher, an administrator, executive director of a non-profit corporation, as Interim Dean at California Lutheran University, as Distinguished Educator in Residence at Pepperdine University, and as Chair of the Education Department at the University of Redlands. Prior to that he served for seventeen years at California State University, Los Angeles in the Division of Administration and Counseling. All of Randy’s experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. His Ph.D. is in Educational Leadership from Georgia State University, his Master of Arts in Teaching is in History Education from the University of Illinois, and his B.S. in Social Science Education is from Western Illinois University. He has served as a junior high school and high school teacher and as an administrator in charge of school desegregation efforts. At Cal State, L.A. he served as Chair of the Division of Administration and Counseling and as Director of the Regional Assistance Centers for Educational Equity, a regional race desegregation assistance center. With co-authors he has written several books and articles on Cultural Proficiency. Most recent publication is The Cultural Proficiency Manifesto: Finding Clarity Amidst the Noise.

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