Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students
Teachers' College Press (Verlag)
978-0-8077-6640-8 (ISBN)
Learn how to enact curricular, pedagogical, and policy shifts that nourish students’ linguistic repertoires, redefine teaching and learning as reciprocal endeavors, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language in both academic and informal settings. Drawing on their experience working with hundreds of educators and thousands of students in linguistically diverse school settings (grades 7–12), the authors challenge readers to engage in critical, collective action as they transform their approach to languaging, agency, and authority in the classroom. Ideas and strategies come alive through classroom vignettes, student stories, and samples of student poetry, prose, and art—as well as examples of linguistically affirming approaches to online teaching. The book is an enlightening professional conversation that represents the importance and impact of multicultural and culturally responsive education that ultimately leads to linguistically inclusive education for newcomers and other language learners.
Book Features:
Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students.
Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires.
Shows examples of how educators create classrooms where newcomer and emergent bilingual students’ identities, languaging, and humanity are invited, affirmed, and amplified.
Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.
For additional professional development resources to accompany each chapter, visit www.bravingup.com.
Alison G. Dover is an associate professor in the Department of Secondary Education at California State University, Fullerton and coauthor of Preparing to Teach Social Studies for Social Justice (Becoming a Renegade). Fernando (Ferran) Rodríguez-Valls is a professor of secondary education and coordinator of the Bilingual Authorization Program at California State University, Fullerton.
Contents
Foreword Ofelia García ix
Acknowledgments xiii
1. Braving Up: The Journey Begins With Questions 1
Why This Book? 2
What Does It Mean To Be Brave? 3
What Does It Mean To Be Proficient? 5
Who Are We? 8
What Can We Learn Together? 9
If I Were to Change the World, by Gurpreet Mangat 10
Part I: Foundations
2. The Ground on Which We Stand: Conceptual Foundations for Braving Up 12
The Power of Languaging 12
Braving Up: Stretching Our Practice 13
From Language to Languaging: Adopting a Heteroglossic Ideology 14
Challenging Linguistic Dominance 17
Centering Culturally and Linguistically Sustaining Pedagogy 20
3. "This Is How School Should Be!": Learning from the Language Explorers 23
Day One: How it Begins 26
The Months Before: When It Really Begins 27
Getting Ready: Building Our Foundation 28
Experiential Pedagogy as Professional Learning 30
Forming, Storming, Norming, and Performing: From Teacher to Team 31
If I Were to Change the World, by Gea Lopez 37
Part II: Radically Inclusive Pedagogies
4. Who Are You? Exploring Identity and Community in the Classroom 40
Breaking the Silence 41
Nourishing Brave, Heteroglossic Classrooms 42
Braving Up by Sharing Who You Are 43
Inviting Students In 48
Exploring Identity: Who Are You? 49
5. Who Are We? Crossing Borders With Arts-Based and Plurilingual Pedagogies 58
Embracing Our Borderlands 58
Crossing Borders with Children’s and Young Adult Literature 61
Exploring Identity with Arts-Based Pedagogy 62
Pushing Beyond Words with Picture Books 67
Using Children’s and Young Adult Literature as a Springboard 69
6. Can You Hear Me? Amplifying Student Voice Within and Beyond the Classroom 74
Students’ Voices Teach Us Who They Are 76
Amplifying Student Voices in the Classroom and the School Community 79
Learning With and From Students 82
7. And Then We Had to Pivot: Bringing Culturally and Linguistically Sustaining Teaching Online 88
Humanizing Online Learning 91
Breaking the Silence: Engaging Students and Building Community 93
If I Were to Change the World, by Mac Arjey Caisip 106
Part III: Stretching Beyond the Classroom
8. Redefining Success: Comunidad, Confianza, and Complexity 108
Redefining Success 108
Experimenting with Languaging and Syntactic Complexity 111
Comunidad, Confianza, and Complexity 114
Developing Heteroglossic Proficiency 118
Empowerment and Agency 118
9. Blossoming From Roots to Trees: Supporting, Sustaining, and Advocating for Radically Inclusive Teaching 122
with Renae Bryant
Know Your Context 123
Find Common Ground 125
Engage Key Stakeholders 127
Establish a Programmatic Identity and Build Capacity 129
Plan for Sustainability 133
If You Were to Change the World: Next Steps in Radically Inclusive Teaching 136
Notes 137
References 140
Index 152
About the Authors 161
Additional readings and professional learning resources on the companion website at tcpress.com/dover-resources
| Erscheinungsdatum | 06.04.2022 |
|---|---|
| Vorwort | Ofelia García |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 156 x 229 mm |
| Gewicht | 249 g |
| Themenwelt | Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 0-8077-6640-2 / 0807766402 |
| ISBN-13 | 978-0-8077-6640-8 / 9780807766408 |
| Zustand | Neuware |
| Haben Sie eine Frage zum Produkt? |
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