Culturally Proficient Practice

“An excellent guide for a school district working to improve instruction for English learners by promoting the cultural proficiency of teachers, administrators, and paraprofessionals. The book provides a succinct overview of historical issues related to the education of English learners. In addition, it employs a model that can be used with school staff as educators engage in a process to consider how they are educating these students and how they might improve on their practice. An important and valuable feature of the book is the use of a case study of a school district as it engages in such a self inquiry process.” -- Irma M. Olmedo, Associate Professor Emerita
“The book provides compelling rationale for working to improve instruction for English Learners and offers practical advice to new teachers, administrators and paraprofessionals.” -- Diana Garrido, In School Resource Teacher
“The book provides the school leader with the tools to engage themselves and others in making English learning students a priority. It is a must read for educators to get those hard and healthy conversations started and to examine our school practices and policies. It is about intentional change for the benefit of all our students.” -- Lori Henderson, Assistant Superintendent of Educational Services
"Cultural Proficient Practice: Supportive Educators of English Learning Students provides a valuable resource for staff developers who are on the journey of creating culturally proficient learning environments to close the achievement gap. This work narrows the focus to English learning students with the same ′inside out′ approach as the authors′ previous work.  As the reader reflects with ′mindfulness′ you actually feel like you are in a workshop with the authors themselves! A perfect asset for a professional learning community book study! -- Linda Fisher, Staff Development Coordinator
"This book offers a unique set of tools for teachers and administrators, encouraging them to work cooperatively in identifying negative ′institutionalized′ beliefs that are barriers to creating healthy teaching practices and cultural competency. The authors have creatively included a historical background on English Learner issues, frameworks, rubrics, and vignettes that invite educator participation. The authors offer a comprehensible plan of action for schools, administrators, and teachers to become culturally competent in order to most effectively work with English Learners AND each other." -- Carmen E. Quintana, Educator and Board member
“Simply, the imaginary monocultural mainstream simply does not exist anymore. This important book sets the stage for us to teach about, through, and with cultural and linguistic diversity—our own and that of our students and colleagues. It is a valuable and practical resource for teacher education.” -- Allan Luke, Faculty of Education
"With today′s diverse classrooms, an understanding of the socio-cultural factors that influence student success is foundational to creating environments that encourage high levels of academic achievment and well-being for all learners. Through a structure of inquiry and reflective application of the tools of cultural proficiency, this engaging book provides practical strategies for building an asset based approach to meeting the academic and social needs of English learning students. -- Susan MacDonald, Executive Officer of Instruction
"Culturally Proficient Practice: Supporting Educators of English Learning Students is not only a timely book that lovingly challenges educators to understand what it means to be culturally proficient, but it also comprehensively provides a wealth of information regarding the history of English learners’ (mis)education as well as past and current educational and language teaching practices. Without a doubt, this comprehensive text is a much needed addition to the professional development literature on English learner education!" -- Lilia I. Bartolome, Professor
"As an English learner myself, I was pleased that the authors clearly articulated through cultural proficiency the importance of valuing the whole student, seeing the student’s language, culture, and community, not as a barrier, but as an asset with which to build academic and social success. It is through understanding of self and others that we begin to see the true potential of our youth." -- Michael James Isaac, Education Officer III
"Through the unique use of dialogue and critical reflection, school district faculty and staff, as well as university teacher educators, will experience an exhilarating journey through various phases of cultural proficiency development that they need to inform their approach to curriculum, instruction, and assessment. More importantly, the book brings us an awareness that English learning strudents have a cultural capital that we must recognize, honor, and utilize as a powerful instructional resource!" -- Jose W. Lalas, Professor and Director of Center of Educational Justice
"I find this book to be a rich and valuable resource for every education professional working in a diverse society. While it exposes the many complex cultural issues that are present in schools, especially in working with English learning students and their families, it proposes a meaningful and practical approach to achieving a viable level of cultural proficiency in education professionals. Bravo!" -- Anaida Colón-Muñiz, Associate Professor and Former President of the California Association for Bilingual Education
"Teachers, administrators and counselors not yet familiar with notions of cultural proficiency should read this book cover to cover. This book is a ′must read′ guide for those working with English language learners. With these tools at our disposal there should be no English learner ′left behind′." -- Lesley A Harbon, Associate Professor