{"title":"Hispanic Heritage Month","description":"\u003cp\u003eExplore our 2026 Hispanic Heritage Month Reading List. These books highlight the many ways Latino and Hispanic scholars, educators, families, and communities have informed teaching and learning in the U.S., inviting reflection on this year’s national theme, \u003cem\u003eUnidos, somos más\u003c\/em\u003e (“together, we are more”).\u003c\/p\u003e","products":[{"product_id":"teaching-and-learning-in-the-new-latino-diaspora_9780807767306","title":"Teaching and Learning in the New Latino Diaspora","description":"\u003cp\u003e\u003cb\u003eExperienced and new scholars describe strategies and outline policies to better serve Latino constituencies in a\u003c\/b\u003e \u003cb\u003epost-pandemic world.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis volume does more than document an educational dynamic that impacts Latino populations across the United States; it also \u003cb\u003econnects educational challenges to concrete plans\u003c\/b\u003e for how those problems can be resolved. \u003c\/p\u003e\u003cp\u003eBoth experienced and new scholars describe strategies and outline policies to support academic success, affirm identity and belonging, and show how educational institutions can be transformed \u003cb\u003eto better serve Latino constituencies in a\u003c\/b\u003e \u003cb\u003epost-pandemic world\u003c\/b\u003e, where insistent efforts at right of belonging and affirmation counter Trumpian xenophobia and hostility. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eExamples from elementary education to higher education\u003c\/b\u003e supply familiar points of entry, but also challenge readers to explore scenarios and strategies that they have not previously considered. Each chapter begins with empirical documentation of an educational problem involving Latino populations where their presence is relatively new (mainly post-IRCA) and goes on to outline how that problem can be resolved. \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eTeaching and Learning in the New Latino Diaspora\u003c\/i\u003e\u003c\/b\u003e includes depictions of how youth participatory action research can diversify teacher education recruitment, what authentically welcoming college campuses might look like, how high school literature classes could include more Latino authors, and much more. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIncludes detailed examples of practice to assist teachers and school leaders in restructuring their classrooms and programs to better serve Latino students.\u003c\/li\u003e\n\u003cli\u003eDescribes settings and scenarios from across the United States that will be familiar to those teaching, leading, or preparing to do so.\u003c\/li\u003e\n\u003cli\u003eFocuses on the new diaspora as distinct from states with traditionally large Latino populations.\u003c\/li\u003e\n\u003cli\u003eArgues that lagging educational outcomes are far from inevitable and that inclusion, engagement, and success are possible and worth striving for.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Edmund T. 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Find additional chapter resources, companion videos, and more at translanguagingforebs.com.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eEach chapter of this second edition has been updated\u003c\/b\u003e to reflect new scholarship in translanguaging theory and practice, address and clarify common criticisms of translanguaging, and speak to current challenges to implementing translanguaging-informed practices. Among the updates are expanded content on dual-language bilingual programs, critical literacy, working with children who have experienced war and displacement, new and emerging technologies such as translation tools and artificial intelligence chatbots, and language-focused instruction in translanguaging classrooms. The book ends with \u003cb\u003econcrete takeaways for successfully adopting translanguaging in different education settings\u003c\/b\u003e.\u003cbr\u003e\u003cbr\u003eBy embracing home languages and cultures, this approach nurtures the development of multiple literacies, enabling individuals to thrive academically, socially, linguistically, and intellectually.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers a thorough examination of the realities of educating EBs in U.S. classrooms and proposes translanguaging as a promising approach.\u003c\/li\u003e\n\u003cli\u003eProvides classroom vignettes from diverse settings to illustrate the limitations of monolingual approaches and demonstrate the potential of translanguaging.\u003c\/li\u003e\n\u003cli\u003eOutlines concrete teaching strategies for translanguaging practice.\u003c\/li\u003e\n\u003cli\u003eAddresses both academic and social issues EBs encounter in schools.\u003c\/li\u003e\n\u003cli\u003eIncludes examples reflecting the experience of EBs with diverse backgrounds: newly arrived, U.S.-born, long-term ELs, high achievers, and youth who have experienced war and displacement.\u003c\/li\u003e\n\u003cli\u003eExplicitly addresses questions frequently raised by classroom teachers and administrators.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Danling Fu","offers":[{"title":"Default Title","offer_id":43037190488166,"sku":"9780807787366","price":41.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807787366.jpg?v=1771608133"},{"product_id":"educating-emergent-bilinguals_9780807787380","title":"Educating Emergent Bilinguals","description":"\u003cp\u003e\u003cb\u003eThis bestselling classic, now in a third edition, offers up-to-date guidance for transforming policies and practices to improve the education of emergent bilinguals.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn this updated edition, Ofelia García and Jo Anne Kleifgen are joined by Claudia Cervantes-Soon to bring forth a just vision for the education of language-minoritized students in the United States. 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Against the backdrop of white settler colonialism, members of the intergenerational Son Caracol Collective formed across two U.S.–Mexican border states and two ethnic studies university courses. The Collective follows the tradition of the SJF decolonial movement, positioning SJF as an ancestral elder of the African diasporic, Mexican Indigenous, Spanish, and Arabic traditions—whose threat of extinction sparked a cultural revitalization. The survival of SJF and its ancestral worlds supersedes the ruptures of colonialism. 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For example, Cabrera explores what academic freedom and tenure could look like if they actually divorced themselves from Whiteness. Cabrera also demonstrates how campus-based segregation is largely a problem created and maintained by White students, contrary to popular belief. 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Chapters highlight essays written by a diverse group of K–12 classroom teachers who share their visions for education and describe their empowering classroom practices. 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The authors present compelling narratives representing the range of experiences faced by culturally and linguistically diverse students who fall under the liminal shadow of perceived disability. This edition updates the literature on disproportionality, highlighting the deeply embedded and systemic nature of this decades-old pattern in which reforms represent mere shifts across disability categories, while disproportionality remains. 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Based on 4 years of qualitative research, the author examines how educators, families, and community members established and sustained a social justice school that immersed youth in authentic \u003ci\u003ecariño\u003c\/i\u003e—a holistic blend of familial, intellectual, and critical care. By nurturing students’ moral, social, personal, and academic development, the school produced college-bound graduates ready to be agents of change in their own lives and in their communities. This case study synthesizes and extends scholarship on color-conscious, healing-centered educational care and offers rich portrayals of praxis that illuminate how schools can equip marginalized youth to thrive. 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Drawing on their extensive experience as educators in school and university classrooms, they reflect on what it means to teach young people, prospective teachers, and future academics in our complex, dynamic, and multicultural society. \u003ci\u003eTeaching, A Life’s Work\u003c\/i\u003e is at once theoretical and practical, reflective and critical, personal, professional, and political. Nieto and López document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. 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Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian\/Pacific Islander, South African, and immigrant students as part of a collective movement toward educational justice in a changing world.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eA definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.\u003c\/li\u003e\n\u003cli\u003eExamples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.\u003c\/li\u003e\n\u003cli\u003eContributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eContributors: \u003cb\u003eH. 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Written by an international and intergenerational collective of educators, researchers, and community organizers, the book \u003cb\u003eoffers needed future directions in the field of CSP\u003c\/b\u003e. Working in the midst of climate catastrophe, emboldened white supremacy and patriarchy, resurgent fascism and imperialism, and ongoing genocides, authors deepen our understandings of CSPs and consider how to teach for more just futures in classrooms and with communities.\u003cbr\u003e\u003cbr\u003eThis book \u003cb\u003ebuilds upon\u003c\/b\u003e \u003cb\u003ethe landmark title \u003ci\u003eCulturally Sustaining Pedagogies\u003c\/i\u003e by Django Paris and H. Samy Alim \u003c\/b\u003eto present theoretically grounded examples of how educators, researchers, and community organizers can center and sustain communities across the United States, Europe, and Africa. 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