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This practical book shows how veteran, justiceoriented social
studies teachers are responding to the Common Core State Standards,
focusing on how they build curriculum, support students' literacy
skills, and prepare students to think and act critically within and
beyond the classroom. In order to provide direct
classroom-toclassroom insights, the authors draw on letters written
by veteran teachers addressed to new teachers entering the field.
The first section of the book introduces the three approaches
teachers can take for teaching for social justice within the
constraints of the Common Core State Standards (embracing,
reframing, or resisting the standards). The second section analyzes
specific approaches to teaching the Common Core, using teacher
narratives to illustrate key processes. The final section
demonstrates how teachers develop, support, and sustain their
identities as justice-oriented educators in standards-driven
classrooms. Each chapter includes exemplary lesson plans drawn from
diverse grades and classrooms, and offers concrete recommendations
to guide practice.
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.
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.
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