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This book, published by Teacher College Press, is a continuation and expansion of the curriculum work that editors Aida Walqui and George Bunch started as founding members of Stanford University’s Understanding Language Initiative in 2010. Walqui and Bunch enlisted the aid of colleagues at the University of Santa Cruz, where Bunch is a professor of education, and at WestEd where Walqui directs the Quality Teaching for English Learners (QTEL) program, along with teachers and teacher educators to contribute models for curriculum and instruction across content areas. Walqui and Bunch authored five of the ten chapters, providing the roadmap for enacting shifts in curriculum design for quality interactions and engagement in language practices. The goal of this book is to help transform teacher practice from one of simplification to amplification, designing learning opportunities through a structured framework that best maximizes the potential of English Learners. 1 What is quality instruction for English Learners? While many experts in the field agree on the essential components, the editors start with the premise that teachers must, “Amplify, don’t simplify!” Traditionally, teachers have separated language from content, resulting in simplified content presented to English Learners thereby limiting quality learning opportunities. No matter their background, it is important to view English Learners with an asset-based lens and to provide optimal opportunities for them to thrive academically, participate civically, and engage in productive careers. When given the opportunity and appropriate support, English Learners can access complex and challenging grade-level texts and ideas in ways that many teachers would not have thought possible. The authors propose a framework for designing meaningful and deep learning opportunities, with example “amplified” learning tasks to promote student consideration of powerful ideas that are interconnected and critically discussed through structured interactions. This type of strategic planning provides optimum learning of subject area content, language, and literacy beyond use of a collection of discrete instructional strategies. The general movement toward school practices that support deeper learning has been shown to benefit low-income and minority students, and the authors cite research from Noguera et al. (2017) revealing cycles of inequitable schooling opportunities that need to be disrupted (pp. 7-8). Walqui and Bunch believe that teachers are central to this shift toward more intellectually substantive, socially relevant practices for all students.

Maximizing Educational Opportunities for English Learners Through Amplified Curriculum