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This edited volume addresses the pressing imperative to understand
and attend to the needs of the fast-growing population of minority
students who are increasingly considered "superdiverse" in their
cultural, linguistic, and racial backgrounds. Superdiverse
learners-including native-born learners (Indigenous and immigrant
families), foreign-born immigrant students, and refugees-may fill
multiple categories of "diversity" at once. This volume helps pre-
and in-service teachers and teacher educators to move beyond the
demographic backgrounds of superdiverse learners to consider not
only their ways of being, motivations, and social processes, but
also the ongoing systemic issues of marginalization and inequity
that confront these learners. Challenging existing teaching and
learning paradigms in the K-12 North American context, this volume
provides new methods and examples for supporting superdiverse
learners in a range of settings. Organized around different
conceptual underpinnings of superdiversity, contributors identify
the knowledge gaps and effective practices in engaging superdiverse
learners, families and communities. With cutting-edge research on
this growing topic, this text will appeal to researchers, scholars,
educators, and graduate students in multilingual education,
literacy education, teacher education, and international education.
This edited volume addresses the pressing imperative to understand
and attend to the needs of the fast-growing population of minority
students who are increasingly considered "superdiverse" in their
cultural, linguistic, and racial backgrounds. Superdiverse
learners-including native-born learners (Indigenous and immigrant
families), foreign-born immigrant students, and refugees-may fill
multiple categories of "diversity" at once. This volume helps pre-
and in-service teachers and teacher educators to move beyond the
demographic backgrounds of superdiverse learners to consider not
only their ways of being, motivations, and social processes, but
also the ongoing systemic issues of marginalization and inequity
that confront these learners. Challenging existing teaching and
learning paradigms in the K-12 North American context, this volume
provides new methods and examples for supporting superdiverse
learners in a range of settings. Organized around different
conceptual underpinnings of superdiversity, contributors identify
the knowledge gaps and effective practices in engaging superdiverse
learners, families and communities. With cutting-edge research on
this growing topic, this text will appeal to researchers, scholars,
educators, and graduate students in multilingual education,
literacy education, teacher education, and international education.
Complex factors affect young children and their families in today's
increasingly diverse world characterized by globalization, the
transnational movement of people, and neo-liberal government
policies in western and industrialized countries. This book focuses
on three of these factors-culture, language and learning-and how
they affect children's development and learning in the context of
their communities, families and schools. Taking an ecological
perspective, it challenges normative and hegemonic views of young
children's language, literacy and numeracy development and offers
examples of demonstrated educational practices that acknowledge and
build on the knowledge that children develop and learn in
culturally specific ways in their homes and communities. The
authors highlight issues and perspectives that are particular to
Indigenous people who have been subjected to centuries of
assimilationist and colonialist policies and practices, and the
importance of first or home language maintenance and its cognitive,
cultural, economic, psychological and social benefits. Links are
provided to a package of audio-video resources
(http://blogs.ubc.ca/intersectionworkshop/) including key note
speeches and interviews with leading international scholars, and a
collection of vignettes from the workshop from which this volume
was produced .
Complex factors affect young children and their families in today's
increasingly diverse world characterized by globalization, the
transnational movement of people, and neo-liberal government
policies in western and industrialized countries. This book focuses
on three of these factors-culture, language and learning-and how
they affect children's development and learning in the context of
their communities, families and schools. Taking an ecological
perspective, it challenges normative and hegemonic views of young
children's language, literacy and numeracy development and offers
examples of demonstrated educational practices that acknowledge and
build on the knowledge that children develop and learn in
culturally specific ways in their homes and communities. The
authors highlight issues and perspectives that are particular to
Indigenous people who have been subjected to centuries of
assimilationist and colonialist policies and practices, and the
importance of first or home language maintenance and its cognitive,
cultural, economic, psychological and social benefits. Links are
provided to a package of audio-video resources
(http://blogs.ubc.ca/intersectionworkshop/) including key note
speeches and interviews with leading international scholars, and a
collection of vignettes from the workshop from which this volume
was produced .
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