Social Justice Perspectives on English Language Learners

Ashraf Esmail, Abul Pitre, Alice Duhon-Ross McCallum, Judith Blakely, Brandon Hamann (Herausgeber)

Buch | Hardcover

280 Seiten

2023
Hamilton Books (Verlag)
978-0-7618-7308-2 (ISBN)

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The recent increase in immigration patterns in the United States has meant an increase in the number of children whose first language is not English entering American schools. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. This books is focused on providing teachers access to credible information that will assist them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments and use assessments to meet the needs of English language learners as well as garner community resources to support for English language learners.

Ashraf Esmail is associate professor and program coordinator of criminal justice at Dillard University. Abul Pitre is professor and department chair of Africana Studies at San Francisco State University. Alice Duhon-Ross is core faculty for Richard W. Riley College of Education and Leadership, at Walden University. Judith Blakely is an educational specialist. Brandon Hamann is adjunct professor of criminal justice at Dillard University of New Orleans.

List of Tables and Figures

Foreword by Dr. Jancarlos Wagner-Romero

Preface by Dr. Judi Blakely and Dr. Alice Duhon-Ross

Acknowledgements

Chapter 1: Linguistic Mediation Strategies for Promoting Equity and Social Change in the Bilingual Education Classroom by Miguel Fernández Álvarez and Amanda L. G. Montes

Chapter 2: Rethinking Assessment of English Learners: The Role of Connection by Kyongson Park

Chapter 3: SySTEMic Issues: Exploring the Effects of Colonialism on English Language Learners’ Academic Outcomes by Uchenna Emenaha

Chapter 4: The Power of a Story: Catalyzing social change through photovoice projects by María L. Gabriel and Kevin Roxas

Chapter 5: (Re)Conceptualizing strategies for teaching African English Learners in U.S. Classrooms by Brenda Muzeta

Chapter 6: Looking at the Past to See the Future: Montana’s Underserved American Indian English Language Learners by Jioanna Carjuzaa and Holly Hunts

Chapter 7: Multilingual English Language Learners: A Social Change Perspective by Tamara Collins-Parks, Katie Richards, Amber Riehman

Chapter 8: Linguistically Sustaining Core Instructional Practices: Supporting Multilingual Learners in General Education Classrooms by Olivia Murphy and Landon Wilson

Chapter 9: Bilingual Education for African American Students: Where the Resolution at? by Dianisha Lanette Croft

Chapter 10: Equitably Assessing Emergent Bilinguals by Altheria Caldera, Carol Revelle, and Freyca Calderon-Berumen

Chapter 11: We Are All Language Teachers: Lessons Learned from A Japanese Bilingual Program by Andrea Allen

Chapter 12: Towards a Glocalized and Translingual Perspective on Emerging Bilinguals by Ashley Karlsson

Chapter 13: Who are the students learning English and how do we talk about them? by Rachael Dektor and Kip Téllez

Chapter 14: Translanguaging as a Tool for Social Justice by Marta Carvajal-Regidor and Leah Mortenson

Chapter 15: “English Language Learner as sCHOLArs: Who Counts as a Scholar in a Charter Public School?” by Izamar D. Ortíz-González

Chapter 16: Building Transfer Partnerships to Increase Culturally and Linguistically Diverse Student Access and Success by Amanda R. Morales, Elvira J. Abrica, Brenee King, Linda P. Thurston, & Beth Montelone

Chapter 17: Increasing the Latinx Teacher Pipeline: Disrupting Cultural and Linguistic Mismatches while Creating Models of Success by Charlotte R. Hancock, John A. Williams, III and Greg A. Wiggan

Chapter 18: Teacher Mindset: A Case Study of Embracing Multiculturalism and Multilingualism as Strategies for Effective and Just Teaching by Jeanne Carey Ingle

Chapter 19: Re-imagining Science Education for English Language Learners Through Integrated STEM and Multicultural Education by Paulo A. Oemig

Chapter 20: Dual Language Education: A Model of Academic, Cultural, and Social Equity for English Language Learners by Tammy Oberg De La Garza and Erin Mackinney

Chapter 21: Using Cultural and Political Vignettes in the Professional Development of Teachers of English Language Learners by Jacqueline Darvin

Author Biographies

Erscheinungsdatum	10.05.2023
Reihe/Serie	Elijah Muhammad Studies: Interdisciplinary, Educational, and Islamic Studies Ser
Verlagsort	Lanham, MD
Sprache	englisch
Maße	157 x 238 mm
Gewicht	517 g
Themenwelt	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
Themenwelt	Sozialwissenschaften ► Pädagogik
ISBN-10	0-7618-7308-2 / 0761873082
ISBN-13	978-0-7618-7308-2 / 9780761873082
Zustand	Neuware