\u003cp\u003eThis conversation-based approach accelerates language acquisition for EL students and advances academics and social\u0026#8211;emotional learning for all. The authors present a research-based pedagogical model to help K\u0026#8211;12 teachers modify the way they plan and implement their lessons to better support the linguistic, cognitive, and social\u0026#8211;emotional development of culturally and linguistically diverse students. \u003c/p\u003e\u003cp\u003e\u0026#8220;The authors remind us that we are working too hard in our roles as providers of knowledge and literacy. Rather, a focus on collaborative interactions among students better enables their autonomy, mutual learning, and self-directed paths to meaning and knowledge. The teacher onus is reduced, yet students\u0026#8217; ownership and confidence are bolstered in more socioconstructive and effectual ways. This work is a must read for all educators!\u0026#8221;\u003cbr /\u003e\u0026#8212;Socorro G. Herrera, Kansas State University and author of Accelerating Literacy for Diverse Learners\u003c/p\u003e\u003cp\u003e\u0026#8220;Describes a system of classroom practice that centers on discourse-rich pedagogies. This book makes an important contribution to the growing field of culturally and linguistically sustaining instructional strategies.\u0026#8221;\u003cbr /\u003e\u0026#8212;Cory Buxton, College of Education, Oregon State University\u003c/p\u003e\u003cp\u003e\u0026#8220;The authors\u0026#8217; detailed model for achieving \u0026#8216;joint productive activity\u0026#8217; transforms the mysterious alchemy of \u0026#8216;great teaching\u0026#8217; into a thoughtful, collaborative, and mindful process all teachers can use to engage students in learning.\u0026#8221;\u003cbr /\u003e\u0026#8212;Betsy R. Rymes, Penn Graduate School of Education\u003c/p\u003e\n
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