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A considerable proportion of second language learners in K-12 settings in the United States come from globally diverse cultural and linguistic backgrounds (Lin & Bates, 2014). Chief among U.S. educators’ obligations is teaching and mentoring multilingual learners (MLs) at various stages of their academic paths. In the book Transforming Schools for Multilingual Learners: A Comprehensive Guide for Educators (2023), Zacarian asserts that educators alone cannot shoulder the responsibilities of supporting such diverse learners: collaboration among educators, school administrators and families are needed to enhance MLs’ educational experiences. The author emphasizes the need to make well-informed decisions about programmatic support and methods of instruction. This book is a comprehensive guide that informs English language educators, school administrators, curriculum supervisors and other stakeholders about different program models and assists them in developing and implementing policies and instructional practices that will provide MLs a sense of belonging, value, and accomplishment. First paragraph of review
Iram Khan (Thu,) studied this question.
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