Transforming Schooling for Second Language Learners
Theoretical Insights, Policies, Pedagogies, and Practices
Published on 21. February 2019
Book
Hardback
298 pages
978-1-64113-508-5 (ISBN)
Description
The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.
Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
More details
Series
Language
English
Place of publication
Charlotte
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 21 mm
Weight
614 gr
ISBN-13
978-1-64113-508-5 (9781641135085)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Mariana Pacheco
Transforming Schooling for Second Language Learners
Theoretical Insights, Policies, Pedagogies, and Practices
E-Book
01/2019
1st Edition
Information Age Publishing
from
€62.33
Available for download
Persons
Mariana Pacheco, University of Wisconsin-Madison.
P. Zitlali Morales, University of Illinois at Chicago.
Colleen Hamilton, University of Wisconsin-Madison
P. Zitlali Morales, University of Illinois at Chicago.
Colleen Hamilton, University of Wisconsin-Madison
Content
Acknowledgments.
Introduction and Overview; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.
Section I. Theoretical Insights.
Chapter 1. Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies; Aria Razfar.
Chapter 2. Dual Language Teachers as a Potentially Democratizing Force in English Learner Education; Donaldo Macedo and Lilia I. Bartolome.
Section II. Transformative Policies.
Chapter 3. Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations; Megan Hopkins and Kristina Brezicha.
Chapter 4. Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58; Ursula S. Aldana and Danny C. Martinez.
Chapter 5. How School- Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards; Jamy Stillman.
Section III. Transformative Pedagogies.
Chapter 6. Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies; Arturo Cortez and Kris D. Gutierrez.
Chapter 7. Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind; Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatri-z Rodri-guez, Andrea C. Rodri-guez-Minkoff,and Lilia Rodri-guez.
Chapter 8. Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class; Christine Malsbary and Jordan Wolf.
Section IV. Transformative Practices.
Chapter 9. Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries; Ramon Antonio Marti-nez, Michiko Hikida, and Leah Duran.
Chapter 10. Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College; Colleen Hamilton and Mariana Pacheco.
Chapter 11. Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program; Lucila D. Ek, Armando Garza, and Adriana Garci-a.
Chapter 12. The Practice of Carino for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos; P. Zitlali Morales and Lydia A. Saravia.
Section V. Conclusion.
Chapter 13. Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.
About the Contributors.
Introduction and Overview; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.
Section I. Theoretical Insights.
Chapter 1. Spinning Trump's Language: Cracking the Code and Transforming Identities and Ideologies; Aria Razfar.
Chapter 2. Dual Language Teachers as a Potentially Democratizing Force in English Learner Education; Donaldo Macedo and Lilia I. Bartolome.
Section II. Transformative Policies.
Chapter 3. Transforming School District Policy for Emergent Bilinguals in New Immigrant Destinations: The Role of Community-Based Organizations; Megan Hopkins and Kristina Brezicha.
Chapter 4. Reimagining the Educational Environment in California for Emergent Bilinguals: The Implications of the Passage of Proposition 58; Ursula S. Aldana and Danny C. Martinez.
Chapter 5. How School- Level Practices Transform Federal and State Policies: One Dual-Immersion School's Response to the Common Core State Standards; Jamy Stillman.
Section III. Transformative Pedagogies.
Chapter 6. Socio-Spatial Repertoires as Tools for Resistance and Expansive Literacies; Arturo Cortez and Kris D. Gutierrez.
Chapter 7. Transforming Teaching in Multilingual Communities: Towards a Transcultural Pedagogy of Heart and Mind; Marjorie Faulstich Orellana, Janelle Franco, Sarah Jean Johnson, Krissia Martinez, G. Beatri-z Rodri-guez, Andrea C. Rodri-guez-Minkoff,and Lilia Rodri-guez.
Chapter 8. Pedagogy in Hyper-Diverse Contexts: Educating Newly Arrived Immigrant Adolescents in a Science Class; Christine Malsbary and Jordan Wolf.
Section IV. Transformative Practices.
Chapter 9. Translanguaging and the Transformation of Classroom Space: On the Affordances of Disrupting Linguistic Boundaries; Ramon Antonio Marti-nez, Michiko Hikida, and Leah Duran.
Chapter 10. Bilingual Youth and Networks of Support: Designing a Formula for Success on the Path to College; Colleen Hamilton and Mariana Pacheco.
Chapter 11. Biliteracy as Emotional Practice: Latina/o Children Building Relationship Through Digital Literacy at an Afterschool Technology Program; Lucila D. Ek, Armando Garza, and Adriana Garci-a.
Chapter 12. The Practice of Carino for Emergent Bilingual Students: Latinx Students in the United States and Indigenous Guatemaltecos; P. Zitlali Morales and Lydia A. Saravia.
Section V. Conclusion.
Chapter 13. Implications and Future Directions: Expanding Transformative Possibilities for Emergent Bilinguals in Contentious Times; Mariana Pacheco, P. Zitlali Morales, and Colleen Hamilton.
About the Contributors.