Breaking Down the Monolingual Wall

Dedication
Acknowledgements
Publisher¿s Acknowledgements
About the Authors
Foreword by Jan Gustafson-Corea
Chapter 1: From Subtractive Schooling Models to Dual Language Models that Lead to Linguistic and Cultural Equity
Chapter 2: From Culturally and Linguistically Subtractive to Culturally and Linguistically Sustaining Pedagogy
Chapter 3: From One Language to Biliteracy and Content in Two Languages
Chapter 4: From Monolingual Assessment to Assessment in Multiple Languages
Chapter 5: From Educator Collaboration in a Monolingual Setting to Collaboration in a Dual Language Setting
Chapter 6: From Leading in a Monolingual Program to Leading in a Dual Language Program
Chapter 7: From "One Size Fits All" Workshops to Job-Embedded Professional Learning for Dual Language Teachers
Chapter 8: From Monolingual Policies to Dual Language Policies

Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University's School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.
Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust-West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Mastery four-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students. Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/