About the Book
Build collaborative leadership practices that transform outcomes for multilingual learners
The landscape of education is shifting, and multilingual learners now make up a growing portion of classrooms nationwide. Yet too many of these bright, capable students struggle to reach their potential because the adults around them aren′t working together effectively. This updated guide shows exactly how to create the collaborative culture multilingual learners need to thrive.
Drawing from extensive research and real-world success stories, bestselling authors Andrea Honigsfeld and Maria Dove present a comprehensive roadmap for transforming your school′s approach to supporting multilingual learners. This practical resource meets you where you are and guides you toward where you need to be. The authors understand that creating lasting change requires more than good intentions—it demands strategic leadership, shared vision, and sustained collaboration among all members of the learning community.
This essential guide provides:
A clear framework for collaborative leadership that moves beyond individual teacher efforts to create school-wide systems of support
Research-based program models that integrate language development with academic content across all subject areas
Practical tools and templates for coordinating services, developing shared curricula, and implementing effective assessment practices
Professional learning strategies that build capacity among all staff members to work effectively with multilingual learners
Real voices from the field featuring authentic examples and reflections from successful educational leaders
The time for isolated approaches to multilingual learner education has passed. This guide empowers educational leaders to create collaborative, inclusive environments where multilingual learners don′t just survive—they flourish alongside their peers while developing language and literacy skills.
Table of Contents:
Preface
Acknowledgements
About the Authors
Chapter 1: Why Do Collaborative Services Make Sense for Multilingual Learners?
Chapter 2: What Are Collaborative Program Models that Support Multilingual Learners?
Chapter 3: How Do Leaders Support Shared Curriculum Development and Implementation for the Sake of Multilingual Learners?
Chapter 4: How Do Leaders Support Collaborative Instructional and Assessment Practices for Multilingual Learners?
Chapter 5: What Are the Nuts and Bolts of Coordinating Collaborative Services for Multilingual Learners?
Chapter 6: What Type of Professional Learning Is Needed to Work with Multilingual Learners Effectively?
Chapter 7: What Type of Leadership Is Needed for a Collaborative School Community?
References
About the Author :
Andrea Honigsfeld, EdD, is a professor in the School of Education at Molloy College, Rockville Centre, New York. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5–8 and adult) and an English-as-a-second-language teacher in New York City (Grades K–3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John’s University, New York, where she conducted research on individualized instruction. She has published extensively on working with multilingual learners and teacher collaboration. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 22 years, she has been presenting at conferences across the United States, China, Denmark, Japan, the Philippines, Sweden, Thailand, the United Kingdom, and the United Arab Emirates.
She coauthored Differentiated Instruction for At-Risk Students (2009) and coedited the five-volume Breaking the Mold of Education series (2010–2013), published by Rowman and Littlefield. She is also the coauthor of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K–5 and 6–12 (2014), Growing Language and Literacy (K-8 and 6-12, 2019, 2024 respectively) published by Heinemann. With Maria G. Dove, she coedited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012), Co-teaching for English Learners: Evidence-based Practices and Research-informed Outcomes (2020), Portraits of collaboration: Educators working together to support multilingual learners (2022), and coauthored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), and Co-Planning: 5 Essential Practices to Integrate Curriculum and Instruction for English Learners (2022). She is a contributing author of Breaking Down the Wall: Essential Shifts for English Learner Success (2020), From Equity Insights to Action (2021), Digital-Age Teaching for English Learners (2022), Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity (2023), Breaking Down the Monolingual Wall: Essential Shifts for Multilingual Learners’ Success (2024). Collaboration for Multilingual Learners with Exceptionalities: We Share the Students (2024), Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships (2025), 9 Dimensions of Scaffolding for Multilingual Learners. Ten of her Corwin books are bestsellers.
Maria G. Dove, Ed.D., is a Professor in the School of Education and Human Services at Molloy University, Rockville Centre, New York. She teaches preservice and inservice teachers about the research and best practices for implementing effective instruction for English learners, and she supports doctoral students in the Ed.D. program in Educational Leadership for Diverse Learning Communities. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K–12) and in adult English language programs in the greater New York City area. She frequently provides professional development for educators throughout the United States on the teaching of multilingual learners. She also serves as a mentor for new ESOL teachers as well as an instructional coach for general-education teachers and literacy specialists.
With Andrea Honigsfeld, she has coauthored multiple best-selling Corwin books, including Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K–5: English Language Arts Strategies (2013), and Common Core for the Not-So-Common Learner, Grades 6–12: English Language Arts Strategies (2013), Collaboration and Co-Teaching: A Leader’s Guide (2015), Co-Teaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018). Along with other Corwin top-named authors, she co-authored Breaking Down the Wall: Essential shifts for English learner success (2020). In addition, she co-edited, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based practices and research-informed outcomes (2020) published by Information Age. With Audrey Cohan and Andrea Honigsfeld, she coauthored Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014) published by Corwin and Team up, speak up, fire up: Educators, students, and the community working together to support English learners (2020) published by ASCD.
