How can educators transform language education to empower multilingual and neurodiverse learners while respecting their identities?

Jaime Hoerricks challenges the colonial mindset that promotes "Standard English" over home languages. This book addresses the unique needs of Gestalt Language Processors in primary and secondary schools, where English functions as a foreign language. Using the Natural Language Acquisition model and the Power Threat Meaning Framework, Dr. Hoerricks advocates for an inclusive, equitable approach that values diverse linguistic backgrounds and empowers students to thrive academically while preserving cultural identities.

Ideal for educators, researchers, and students in education studies, this book offers critical insights on inclusive language education for multilingual and neurodiverse learners.

• Cover
• Half Title
• Title Page
• Copyright Page
• Abstract
• Table of Contents
• Introduction
  • Learning objectives
  • Rationale
  • Meet the author
  • My educational background
  • Preparing to study
  • The politics of language in education
  • Check for understanding
    • Some things that might trip you up
  • What can we do about it?
  • Summary
• 1 The colonial legacy of ELD: Language suppression and the need for dual development
  • Learning objectives
  • Rationale
  • Introduction: The paradox of ELD
  • Historical context: Colonial language policies and their legacy
  • Rethinking ELD goals: The TESOL vs TEFL divide
    • TEFL as a step towards translanguaging
    • Shifting ELD from assimilation to empowerment
  • The harm of ELD’s English-only focus: Misunderstanding BICS and CALP
    • A more effective alternative: Translanguaging
  • Linguistic suppression in today’s classrooms
    • The psychological and academic toll of English-only policies
    • The impact on neurodiverse learners, particularly Gestalt Language Processors
    • A more equitable approach: Embracing multilingual and neurodiverse pedagogies
  • The liberatory alternative: Dual language development as a human right
    • The evidence for dual-language education
    • Language education as a human right
  • Looking ahead
  • Summary
    • Key takeaways
• 2 The impact of ELD on home language and identity
  • Learning objectives
  • Rationale
  • Introduction: Language as identity
    • The role of home language
    • The impact of language suppression
    • Looking ahead
  • The identity crisis in ELD
    • The pressure to assimilate
    • The cost of marginalising home languages
    • Reframing ELD to support identity
  • Case studies: Navigating the language divide
    • Case study 1: A neurodiverse student balancing home language and English in an English-only classroom
      • Reflection: On recognising patterns
    • Case study 2: A family’s struggle with a child’s loss of cultural connection due to ELD
    • Case study 3: How bilingual programs impact students’ identity and academic outcomes differently
    • Reflection questions
  • The benefits of home language integration
    • Linguistic benefits of home language maintenance
    • Cultural pride and a sense of belonging
    • Summary
  • Practical strategies for supporting home languages
    • Classroom practices: Creating space for home languages in learning
    • Community engagement: Strengthening home language use beyond the classroom
    • Policy advocacy: Institutional changes for multilingual equity
    • Summary
  • Reflection and self-assessment for educators
    • Critical reflection: Examining language bias in teaching
    • Classroom activity: Designing a culturally inclusive lesson
    • Summary
  • Bridge to chapter 3
  • Summary and application across age groups
    • Key takeaways
• 3 Gestalt Language Processors in the ELD classroom
  • Learning objectives
  • Rationale
  • Introduction: Who are Gestalt Language Processors?
    • Defining GLPs and their language acquisition process
    • GLPs in ELD contexts: Overlooked and misunderstood
    • The need for a paradigm shift
  • Challenges GLPs face in ELD classrooms
  • Mismatch between GLPs and ELD frameworks
    • Recognising the need for a shift in ELD practices
    • The power of context: Supporting GLPs through TEFL-inspired practices
    • Why context matters for GLPs
    • Practical applications for contextual learning
  • Integrating home languages into GLP support
    • The role of home language in GLPs’ development
    • Practical classroom strategies
  • Culturally responsive practices for GLPs in ELD
    • Decolonising ELD for GLPs
    • Culturally responsive examples
      • Dual-language, GLP-inclusive classrooms
      • Indigenous and community-centered language learning
  • Tools and techniques for supporting GLPs
    • Resources for teachers: Tools to support GLPs
    • Assessment redesign: Measuring GLPs’ progress holistically
  • Bridging theory and practice
    • Reflective prompts for educators
  • Looking ahead
  • Summary
    • Key takeaways
• 4 Decolonising ELD: Uplifting CALP in home and target languages
  • Learning objectives
  • Rationale
  • Introduction: Beyond English – the global importance of home language CALP
  • CALP development for diverse processing types
  • Strategies for holistic language instruction
    • Designing for both GLPs and ALPs
    • Accommodating multiple home languages and dialects
    • Facilitating CALP without teacher fluency
    • Creating equitable access through holistic instruction
  • Classroom examples
    • Case study 1: Supporting GLPs and ALPs in the same lesson
    • Case study 2: Developing home language CALP across dialects
    • Case study 3: Preparing students for global opportunities
    • Differentiated instruction in action
  • Extension activities
    • For educators
    • For students
    • Bridging practice and empowerment
  • Looking ahead: Building a dual-language CALP ecosystem
  • Summary
    • Key takeaways
• 5 Policy and practice recommendations
  • Learning objectives
  • Rationale
  • Introduction: The need for systemic change
  • ELD in a global context
  • ELD in the United States
  • ELD in the United Kingdom
  • ELD in Commonwealth nations
    • Regional variations in ELD
      • Innovative approaches
  • Policy implications across contexts
    • Policy recommendations by region
      • United States
      • United Kingdom
      • Commonwealth Nations
    • Synthesis
  • Questions for reflection or discussion
  • Summary
    • Key takeaways
• Conclusion: Reframing language education for equity and liberation
  • Chapter recap
  • A call to action: Reclaiming language education for justice
    • For educators
    • For administrators and policymakers
    • For communities
    • For researchers and advocates
  • Reflection activities: From awareness to action
    • Activity 1: Reflecting on your linguistic identity
    • Activity 2: Auditing language practices
    • Activity 3: Developing an action plan
    • Activity 4: Advocacy in action
    • Closing
    • Final reflection: Language as liberation, poetry as home
• Appendix: Resources for educators – Tools for decolonising ELD practice
• Bibliography
• Glossary of key terms
• Index

Jaime Hoerricks is a non-verbal autistic advocate, researcher, educator, bestselling author, and elected official with diverse global experiences.