Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs

Citation

Nicholas, R.C. (2013), "Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs", Journal of Educational Administration, Vol. 51 No. 2, pp. 245-248. https://doi.org/10.1108/09578231311304760

The second edition of Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs is one of several books in the Language and Literacy Series, published by Teachers College Press. Miramontes, Nadeau, and Commins provide readers with insightful dialogue regarding the theoretical framework of and applicable strategies for the decision‐making process which is necessary to overhaul schools in order to serve and educate all students in settings with diverse populations of English Language Learners (ELL's). Because the information presented in this book is useful for school administrators and teachers alike, Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs could be used in book studies within professional learning communities as job‐embedded professional development or it could be used as a guide for a school leader to organize his or her own preferred strategies to begin a restructuring process within a school.

The authors of this book have carefully organized its information into three distinct sections. Part I: Theoretical Framework provides “the theoretical orientation that guides all the work” (p. 3) within its two chapters. Part II: Principles in Practice “presents specific information on how the Organizing Principles apply in relation to different aspects of program planning and how each aspect is important to and impacts program decision making” (p. 3). These five chapters contain in‐depth discussions regarding the importance of primary language development and acquiring a second language, practical knowledge for implementing standards‐based differentiated instruction, developing language skills across the curriculum, and the need for effective community outreach to sustain ELL programs. Part III: Decision Making in Practice “presents a framework and guides readers in how to participate in assessing their own situation” (p. 3).

The first chapter of the book and of Part I: Theoretical Framework, “Underlying assumptions,” highlights nine different cognitions from which practitioners should begin their decision‐making process for ELL education programming. The nine assumptions are: “1. Learning is a process of development that is both dynamic and constructive. 2. The primary language, developed in the context of social interaction, is fundamental to the thinking, learning, and identity of every individual. 3. Students’ first and second languages interact with each other. The instructional opportunities students receive in each language will play a critical role in determining their levels of bilingualism and academic achievement in any language. 4. Bilingualism is a cognitive, social, and economic asset for all people, and schools can play a significant role in helping students from English and non‐English backgrounds develop full academic bilingualism. 5. Individuals will need to function in a multicultural society. Students’ knowledge of their own culture as well as the culture of others is important not only to their school performance but to their overall success in life. 6. The sociopolitical context has a direct impact on pedagogical decisions about education. Educators’ underlying attitudes toward students’ families, cultures, and languages can shape their instructional approaches and can result in very different academic outcomes for students from differing backgrounds. 7. Schools can make a positive and significant difference for students when educators account for the complex interaction of language, culture, and context, and decisions are made within a coherent theoretical framework. 8. In all programs, there are ways to organize even limited resources to optimize student achievement. The most effective programs for linguistically diverse students result from a decision‐making process that involves a total school community. 9. These assumptions hold true for all students, set the vision for the entire school, and provide the foundation for the Organizing Principles” (p. 10). This chapter is critical for readers to absorb as the in‐depth narratives regarding the “Underlying Assumptions” set the tone for principles and strategies provided throughout the rest of the book.

The authors’ examination of the theoretical framework continues in the second chapter of the book and of Part I: Theoretical Framework, “Organizing Principles.” These Organizing Principles are the foundation for the practical applications suggested throughout the rest of the book. Each of the following chapters, with the exception of Chapters 9 and 10, begin with a list and description of the Organizing Principles that are most applicable to the topics housed within each chapter. The ten Organizing Principles are: “Active learning, the primary language foundation, learning through two languages, strategies and contexts for second language development, standards‐based differentiated instruction, instructional assessment, sociocultural and political implications, parents and community, intercultural competence” (p. 24). Each principle presented throughout the chapter is followed by carefully constructed questions leaders and teachers should ask themselves when making decisions for ELL education programs that are specific to the preceding principle. Another key component of the second chapter is the identification of the four program categories which are presented throughout the remaining chapters. The authors assert, “Instead of choosing and imposing a model based on what might have worked somewhere else, decision making for program development should be grounded in a sound theoretical framework and focus on how to best match the needs of the students and community with the available resources” (p. 39). There are no “models” presented throughout the book, rather there are strategies and decision‐making processes presented throughout the book based on choosing a program within one of the four ELL education categories and guided by the Organizing Principles. Category I is “full primary language foundation’ (p. 42), in which the expected outcome is bilingualism for all students. Category II is “primary language literacy” (p. 41), in which “the primary language is used to develop basic literacy and academic thinking skills.” Category III is “primary language content reinforcement” in which “the primary language can be used to develop an understanding of the significant ideas related to content knowledge” (p. 41). Category IV is “all English” (p. 40) instruction. For each category, there are options presented in the following chapters which are intended to foster academic achievement for all learners in a variety of settings and along a wide range of availability in terms of fiscal and personnel resources.

The chapters of Part II: Principles in Practice are peppered with strategies and issues to consider when using these strategies to assimilate an ELL education program in one's own professional setting. To illustrate these ideas, the authors have used a variety of vignettes similar to those encountered in schools across the USA. The third chapter, “Primary language development” is founded in Vygotsky's theory of development and addresses issues such as language loss and “interest competence” (p. 53) which refers to the often detrimental practice of assessing a student's competence and academic readiness based on student interest and/or effort rather than feedback from assessment. The fourth chapter, “Learning through a second language,” addresses the affective and psychological factors that contribute to language acquisition and presents strategies of instruction that are meaning based and visual in nature which aid in both content knowledge and language acquisition for ELL's. In the fifth chapter, “Standards‐based differentiated instruction,” the authors illustrate the importance of alignment among curriculum, instruction, and assessment (p. 79). They also provide detailed strategies and caveats for selectively grouping students for instruction and sample lesson plans for the practitioner. The sixth chapter, “Language and concept development across the curriculum,” conveys the assertion that desired outcomes for all students should be to “fully understand and interact with subject area knowledge, learn new content through the second language, develop second language academic proficiency, and participate in and benefit from cross‐cultural interactions” (p. 99). The authors provide strategies throughout the chapter to meet these outcomes in settings among all four of the aforementioned program categories. The seventh chapter of the book and the last chapter of Part II: Principles in Practice provides an insightful discussion surrounding the misconceptions about ELL students’ families and provides strategies for building positive relationships between the school and the community to improve the school experience for both students and families. This chapter also addresses some of the sociopolitical contextual factors that shape school‐community relationships, “To create a successful outreach program, educators need to understand their community within the larger sociopolitical context. Issues of status, power, and economic circumstances all play a role in shaping the community” (p. 123). The chapter proceeds to identify effective strategies for translation services with parents and how to have positive interactions with broader community members and businesses.

The chapters of Part III: Decision Making in Practice act as a useful guide to creating an effective ELL education program in one's own professional setting. The eighth chapter, “Decision‐making framework,” discusses the theoretical framework for effective leadership and highlights both the responsibilities of effective leaders and the strategies that should be used by leaders during the decision‐making process in order to promote the acceptance of and commitment to a strong school vision. The authors assert that shared decision‐making is crucial for success “In a shared decision‐making process based on building consensus, the traditional role of the leader as the ultimate authority must shift” (p. 142). Subsequently, the authors address strategies for conflict resolution, which will likely be needed throughout the shared decision‐making process. The ninth chapter, “is designed to provide an opportunity to practice using the Organizing Principles to test ideas and suggestions for the reorganization of school resources to best serve linguistically diverse learners” (p. 149). Two case studies are presented within the chapter. Each case provides multiple proposals for restructuring and key questions to be answered by the reader. This chapter acts as a scaffolded liaison for the tenth chapter, “Applying the organizing principles to your own setting,” in which the authors have provided a graphic organizer that can be reproduced to dissect and apply the information provided in each of the preceding chapters. For each preceding chapter, with the exception of the ninth, there are guiding questions and suggestions for the practitioner to consider and record in the graphic organizer. The “Culminating Activity” (p. 173) challenges the reader to develop his or her own proposal for his or her own school.

The careful organization of this book provides the reader ample opportunities to reflect and consider the theoretical foundation of ELL instruction as well as to consider assimilating these strategies to his or her professional environment. Each chapter, with the exception of the ninth and tenth, ends with questions and suggested practice activities entitled “Interacting with the chapter content.” This careful planning for the book coupled with its rich content makes it a useful guide for teachers, administrators, and students in the field of education. Congratulations to the authors of and contributors to Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs for a job well done.

About the reviewer

Rachel Nicholas is a Graduate Student at the University of Oklahoma.