Learn how to enact curricular, pedagogical, and policy shifts that nourish students’ linguistic repertoires, redefine teaching and learning as reciprocal endeavours, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language.

Contents Foreword Ofelia García ix Acknowledgments xiii 1. Braving Up: The Journey Begins With Questions 1 Why This Book? 2 What Does It Mean To Be Brave? 3 What Does It Mean To Be Proficient? 5 Who Are We? 8 What Can We Learn Together? 9 If I Were to Change the World, by Gurpreet Mangat 10 Part I: Foundations 2. The Ground on Which We Stand: Conceptual Foundations for Braving Up 12 The Power of Languaging 12 Braving Up: Stretching Our Practice 13 From Language to Languaging: Adopting a Heteroglossic Ideology 14 Challenging Linguistic Dominance 17 Centering Culturally and Linguistically Sustaining Pedagogy 20 3. "This Is How School Should Be!": Learning from the Language Explorers 23 Day One: How it Begins 26 The Months Before: When It Really Begins 27 Getting Ready: Building Our Foundation 28 Experiential Pedagogy as Professional Learning 30 Forming, Storming, Norming, and Performing: From Teacher to Team 31 If I Were to Change the World, by Gea Lopez 37 Part II: Radically Inclusive Pedagogies 4. Who Are You? Exploring Identity and Community in the Classroom 40 Breaking the Silence 41 Nourishing Brave, Heteroglossic Classrooms 42 Braving Up by Sharing Who You Are 43 Inviting Students In 48 Exploring Identity: Who Are You? 49 5. Who Are We? Crossing Borders With Arts-Based and Plurilingual Pedagogies 58 Embracing Our Borderlands 58 Crossing Borders with Children’s and Young Adult Literature 61 Exploring Identity with Arts-Based Pedagogy 62 Pushing Beyond Words with Picture Books 67 Using Children’s and Young Adult Literature as a Springboard 69 6. Can You Hear Me? Amplifying Student Voice Within and Beyond the Classroom 74 Students’ Voices Teach Us Who They Are 76 Amplifying Student Voices in the Classroom and the School Community 79 Learning With and From Students 82 7. And Then We Had to Pivot: Bringing Culturally and Linguistically Sustaining Teaching Online 88 Humanizing Online Learning 91 Breaking the Silence: Engaging Students and Building Community 93 If I Were to Change the World, by Mac Arjey Caisip 106 Part III: Stretching Beyond the Classroom 8. Redefining Success: Comunidad, Confianza, and Complexity 108 Redefining Success 108 Experimenting with Languaging and Syntactic Complexity 111 Comunidad, Confianza, and Complexity 114 Developing Heteroglossic Proficiency 118 Empowerment and Agency 118 9. Blossoming From Roots to Trees: Supporting, Sustaining, and Advocating for Radically Inclusive Teaching 122 with Renae Bryant Know Your Context 123 Find Common Ground 125 Engage Key Stakeholders 127 Establish a Programmatic Identity and Build Capacity 129 Plan for Sustainability 133 If You Were to Change the World: Next Steps in Radically Inclusive Teaching 136 Notes 137 References 140 Index 152 About the Authors 161 Additional readings and professional learning resources on the companion website at tcpress.com/dover-resources

“Poetry, picture books, portraits, mapping, caminatas, comics, icebreakers, and narrative writing are used not only to provide the rich educational context that emergent bilinguals deserve, but also to brave up and clearly reveal the strength of diverse students that traditional schools have hidden for so long.” —From the Foreword by Ofelia García, The Graduate Center, City University of New York