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Puzzle Pieces: A Systems Approach to Multilingual Education

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By: Velázquez Press

Product Details

ISBN: 978-1-59495-891-5

Published By: Velázquez Press
Language: English

Publication Date: October 1, 2025
Page Count: 151
Dimension:  8.5" X 11"

With laws and funding structures constantly changing, our approach to education also needs to change if we are going to service our students well. Therefore, Puzzle Pieces: A Systems Approach to Multilingual Education, uniquely looks at multilingual literacy as a singular system rather than as siloed programs. It supports teachers and administrators who work with any combination of bilingual programs (Dual Language Bilingual Education & Transitional Bilingual Education), world language classes, and/or English-centered models (Sheltered English Immersion, Mainstream English, and/or English Language Development). The book analyzes structures and instruction across programs so that districts and schools can collaborate, engage in combined professional development, and share resources while still honoring the unique needs of each program model. The book provides opportunities for out-of-the-box, systems thinking, aiding administrators and teachers who want to reach more students, build stronger institutional culture, save precious financial resources, and most importantly, ensure that their students leave with strong and effective linguistic abilities.

Highlights:

  1. A cross-walk across English-centered, bilingual, and world language programs to understand commonalities and differences in goals and structures
  2. Grounded in both practice and scholarly research
  3. Instructional strategies to build oracy and maintain rigor across models
  4. Practical strategies that can be immediately used in all classroom settings including Inquiry-Based Language Experience Approach, Got It! Definitions, and the Keyword Approach

  5. Discussion of separation of language, translanguaging, and cross-linguistics across program models with practical ideas for each 

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AUTHOR(S)

Dr. Aradhana Mudambi is a dynamic multilingual educator with nearly 30 years of experience. Having earned her doctorate from the Harvard University, she has worked as a Dual Language Bilingual Education teacher, a Transitional Bilingual Education teacher, a Spanish World Language teacher, an English as a Second Language teacher, and as a Sheltered English Immersion teacher. She has also served as a building administrator and as director of multilingual education in Connecticut and Massachusetts. She has started and built from ground up, expanded, and reformed Dual Language Bilingual Education programs as well as improved Sheltered English Immersion and World Language programs under her care. Her work has spanned five countries, namely the United States, India, the United Kingdom, France, and Mexico, as well as Texas, Florida, Massachusetts, Connecticut, and Rhode Island within the United States. Dr. Mudambi is a columnist for duallanguageschools.org, has served as the president of the Multi-state Association of Bilingual Education, and has taught as an adjunct professor at the University of Rhode Island and Eastern Connecticut State University. She has been invited as a featured speaker to speak at universities such as Harvard University and Boston College and is an established presence at multilingual conferences such as La Cosecha and NABE. Dr. Mudambi is currently consulting across the United States to support schools and school districts with their multilingual programs.

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Title

DESCRIPTION

With laws and funding structures constantly changing, our approach to education also needs to change if we are going to service our students well. Therefore, Puzzle Pieces: A Systems Approach to Multilingual Education, uniquely looks at multilingual literacy as a singular system rather than as siloed programs. It supports teachers and administrators who work with any combination of bilingual programs (Dual Language Bilingual Education & Transitional Bilingual Education), world language classes, and/or English-centered models (Sheltered English Immersion, Mainstream English, and/or English Language Development). The book analyzes structures and instruction across programs so that districts and schools can collaborate, engage in combined professional development, and share resources while still honoring the unique needs of each program model. The book provides opportunities for out-of-the-box, systems thinking, aiding administrators and teachers who want to reach more students, build stronger institutional culture, save precious financial resources, and most importantly, ensure that their students leave with strong and effective linguistic abilities.

Highlights:

  1. A cross-walk across English-centered, bilingual, and world language programs to understand commonalities and differences in goals and structures
  2. Grounded in both practice and scholarly research
  3. Instructional strategies to build oracy and maintain rigor across models
  4. Practical strategies that can be immediately used in all classroom settings including Inquiry-Based Language Experience Approach, Got It! Definitions, and the Keyword Approach

  5. Discussion of separation of language, translanguaging, and cross-linguistics across program models with practical ideas for each 

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Chapter 1

Page 11

Page 12

Page 13

Page 14

Page 15

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