Foreword by: Geneva Gay
Publication Date: December 28, 2015
Culturally responsive pedagogy, literacy, and English learner education expert Socorro Herrera has updated this bestseller to clarify, focus, and redefine concepts for the continued professional development of educators serving culturally and linguistically diverse (CLD) populations. Teaching strategies and tools have been updated to reflect important new brain research and to keep pace with our nation’s ever-changing demographics and constant shift in expectations for K–12 students. Herrera has also revised the structure and format of the book to help educators find information quickly while working in highly complex and demanding environments.
New for the Second Edition:
Grounded in the latest theory and with more user-friendly features, the Second Edition of Biography-Driven Culturally Responsive Teaching will help educators to reflect on their assumptions and perspectives, integrate best practices, and accelerate CLD students’ academic learning.
Socorro G. Herrera is a keynote speaker, district consultant, trainer of trainers, and executive director of the Center for Intercultural and Multilingual Advocacy (CIMA) at the College of Education, Kansas State University. She is the bestselling author of Accelerating Literacy for Diverse Learners and Crossing the Vocabulary Bridge.
"Socorro Herrera does a masterful job of mediating multicultural education theory and practice, specifically for culturally and linguistically diverse students, in Biography-Driven Culturally Responsive Teaching."
—From the foreword by Geneva Gay, University of Washington, Seattle
“Herrera’s biography-driven approach offers ample opportunities for teachers to bring children’s lived experiences, their social, cultural, and language histories, into the thick of the pedagogical action as important resources for learning and development.”
—Luis C. Moll, College of Education, University of Arizona
“This is a wonderful, fresh, application-focused model that integrates the best of teaching and learning in preparing future educators and inservice teachers. Reading this book should result in more schools teaching CLD learners in a more responsible and developmentally appropriate way.”
—Pedro R. Portes, College of Education, The University of Georgia