Kara Mitchell Viesca, Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, focuses her scholarship on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual learners.Nancy L. Commins, Clinical Professor Emerita at the University of Colorado Denver, has focused her decades of teaching, scholarship, and service to connecting theory to practice and creating educational environments that build on and expand the cognitive, linguistic, and cultural assets that all children – especially multilingual learners – bring with them.

• Section 1: Context 1. Immigration, Migration, and Language Policies 2. Dominant Cultural Narratives 3. Toward a Multilingual Classroom Ecology Section 2: Orientations 4. Co-Constructing Learning Communities 5. Humanizing Assessments 6. Pluralism in Practice Section 3: Pedagogy 7. Meaningful Collaboration 8. Grouping in a Multilingual Multitasking Classroom 9. Authentic Language Practices 10. Deepening Conceptual Understandings

Kara Mitchell Viesca, Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, focuses her scholarship on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual learners.Nancy L. Commins, Clinical Professor Emerita at the University of Colorado Denver, has focused her decades of teaching, scholarship, and service to connecting theory to practice and creating educational environments that build on and expand the cognitive, linguistic, and cultural assets that all children – especially multilingual learners – bring with them.

• Section 1: Context 1. Immigration, Migration, and Language Policies 2. Dominant Cultural Narratives 3. Toward a Multilingual Classroom Ecology Section 2: Orientations 4. Co-Constructing Learning Communities 5. Humanizing Assessments 6. Pluralism in Practice Section 3: Pedagogy 7. Meaningful Collaboration 8. Grouping in a Multilingual Multitasking Classroom 9. Authentic Language Practices 10. Deepening Conceptual Understandings

Kara Mitchell Viesca, Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, focuses her scholarship on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual learners.Nancy L. Commins, Clinical Professor Emerita at the University of Colorado Denver, has focused her decades of teaching, scholarship, and service to connecting theory to practice and creating educational environments that build on and expand the cognitive, linguistic, and cultural assets that all children – especially multilingual learners – bring with them.

• Section 1: Context 1. Immigration, Migration, and Language Policies 2. Dominant Cultural Narratives 3. Toward a Multilingual Classroom Ecology Section 2: Orientations 4. Co-Constructing Learning Communities 5. Humanizing Assessments 6. Pluralism in Practice Section 3: Pedagogy 7. Meaningful Collaboration 8. Grouping in a Multilingual Multitasking Classroom 9. Authentic Language Practices 10. Deepening Conceptual Understandings