Teaching Multilingual Learners in Rural Schools

Maria R. Coady, Ph.D., is the Goodnight Distinguished Professor in Education and Professor of Multilingual Education at North Carolina State University. With over three decades of experience in multilingual education, Dr. Coady is a leading voice in rural education equity and advocacy for English learners.

• 1. Introduction: Four Educational Movements for Rural Multilingual Learner Education 2. The First Movement: Representation and Belonging 3. The Second Movement: Shared Vision 4. The Third Movement: Centering ML Families 5. The Fourth Movement: Collaboration and Community 6. An Action Plan for Rural Educators of MLs

"Dr. Coady compellingly captures the challenges and lived realities rural schools face in serving multilingual learners, while also illuminating the successes achieved by school communities that intentionally leverage their strengths and local resources. She introduces the concept of “Four Educational Movements,” purposeful efforts and practices that foster inclusion and belonging for multilingual learners and their families within the school community. This book is an essential read for teachers, administrators, and district leaders committed to enhancing learning opportunities and outcomes for multilingual learners in rural settings."—Grisel Cuadrado, Principal, Western Harnett Middle School, Lillington, NC"With four research-to-practice "movements" and a critical exploration of terroir, Dr. Coady articulates how rural schools can equitably serve multilingual learners. Together, the movements represent a symphonic reimagining of what's possible when evidence and commonsense work in tandem to ensure schools deliver on their democratic promise for rural multilingual learners."—Dr. Amy Price Azano, Professor of Adolescent Literacy and Rural Education, Director of the Center for Rural Education, Virginia Tech, Blacksburg, VA"Dr. Coady's handbook is a thoughtful and timely guide for rural educators navigating immigration and growing diversity trends in rural schools, even amid significant obstacles. It speaks to the future of bilingual/multilingual education, and offers practical strategies that rural educators can use right away. This is a much needed resource for teachers, leaders, and communities commited to building inclusive, welcoming rural schools where all students belong and thrive."—Claudia M. Jiménez, Director of Multilingual Learners and DL/I Programs, Iredell County, Troutman, NC