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In this much-needed book, the authors marshal research and several
decades of their own experience to provide instructional practices
and activities that will help teachers develop newcomers as readers
and writers of English and engage them in content learning across
the curriculum. Equally important, they show how teachers can
advocate for these vulnerable students, many of whom have
experienced multiple challenges in their home countries or in the
United States, including poverty, violence and political
persecution. With chapters on assessment and second-language
acquisition as well as reading, writing, speaking and content
learning, their book is a timely and comprehensive guide for any
K-8 educator whose classroom or school includes newcomer students.
This volume brings together established and new scholarly voices to
explore how participatory and situated approaches to learning can
contribute to educational innovation. The contributors' critical
examinations of educational programming and engagements provide
insights into how educators, youth, families, and community members
understand and enact their commitments to diversity and equitable
access. Collectively, these essays complicate notions of community,
alerting readers to ways in which community can be constructed
other than in geographical and ethnoracial terms--as alliances and
collaborations of individuals joining together to accomplish or
negotiate shared agendas. The focus on agency combined with social
context, a dialectic to which all of the authors speak, enlarges
and invigorates our sense of what is pedagogically possible in
societies characterized by diversity and flux. *Part I, "Linking
Pedagogy to Communities," focuses on dynamic initiatives where
practitioners collaborate with community members and other
professionals as they acknowledge and build on the cultural,
linguistic, and intellectual resources of ethnic-minority students
and their communities. *Part II, "Professional Learning for
Diversity," centers on the authors' experiences in facilitating
opportunities for working with prospective and practicing teachers
to develop situated pedagogies, highlighting both the challenges
that emerge and the transformations that occur. *Part III,
"Learning in Community (and Community in Learning), illustrates how
educational innovation can extend beyond the realm of schools and
classrooms by elucidating ways in which individuals construct
learning venues in out-of-school settings. Learning, Teaching, and
Community: Contributions of Situated and Participatory Approaches
to Educational Innovation is a compelling and timely text ideally
suited for courses focused on teacher education and development,
informal learning, equity and education, multilingual and
multicultural education, language and culture, educational
foundations, and school reform/educational restructuring, and will
be equally of interest to faculty, researchers, and professionals
in these areas.
In an effort to reverse the purported crisis in U.S. public
schools, the federal government, states, districts have mandated
policies that favor standardized approaches to teaching and
assessment. As a consequence, teachers have been relying on
teacher-centered instructional approaches that do not take into
consideration the needs, experiences, and interests of their
students; this is particularly pronounced with English learners
(ELs). The widespread implementation of these policies is
particularly striking in California, where more than 25% of all
public school students are ELs. This volume reports on three
studies that explore how teachers of ELs in three school districts
negotiated these policies. Drawing on sociocultural and
poststructural perspectives on agency and power, the authors
examine how contexts in which teachers of ELs lived and worked
influenced the messages they constructed about these policies and
mediated their decisions about policy implementation. The volume
provides important insights into processes affecting the learning
and teaching of ELs.
This volume brings together established and new scholarly voices to
explore how participatory and situated approaches to learning can
contribute to educational innovation. The contributors' critical
examinations of educational programming and engagements provide
insights into how educators, youth, families, and community members
understand and enact their commitments to diversity and equitable
access. Collectively, these essays complicate notions of community,
alerting readers to ways in which community can be constructed
other than in geographical and ethnoracial terms--as alliances and
collaborations of individuals joining together to accomplish or
negotiate shared agendas. The focus on agency combined with social
context, a dialectic to which all of the authors speak, enlarges
and invigorates our sense of what is pedagogically possible in
societies characterized by diversity and flux. *Part I, "Linking
Pedagogy to Communities," focuses on dynamic initiatives where
practitioners collaborate with community members and other
professionals as they acknowledge and build on the cultural,
linguistic, and intellectual resources of ethnic-minority students
and their communities. *Part II, "Professional Learning for
Diversity," centers on the authors' experiences in facilitating
opportunities for working with prospective and practicing teachers
to develop situated pedagogies, highlighting both the challenges
that emerge and the transformations that occur. *Part III,
"Learning in Community (and Community in Learning), illustrates how
educational innovation can extend beyond the realm of schools and
classrooms by elucidating ways in which individuals construct
learning venues in out-of-school settings. Learning, Teaching, and
Community: Contributions of Situated and Participatory Approaches
to Educational Innovation is a compelling and timely text ideally
suited for courses focused on teacher education and development,
informal learning, equity and education, multilingual and
multicultural education, language and culture, educational
foundations, and school reform/educational restructuring, and will
be equally of interest to faculty, researchers, and professionals
in these areas.
Children in Mexicano communities learn to use language in a variety
of ways. At times they use both Spanish and English in the same
conversation or help friends and family members enter mainstream
society by translating English to Spanish for them. Pushing
Boundaries describes Eastside, a Mexicano community in northern
California, analysing language learning and language socialization
in the context of real, problematic, important activities in
people's lives. The authors consolidate three separate studies
providing a unique perspective on the ways bilingual children and
their families use and learn language. With children using the
language of home, school and community separately and in
combination, the book reveals how these children use their
traditional language and cultural knowledge as a critical component
for learning their second language and its underlying cultural
norms.
Children in Mexicano communities learn to use language in a variety
of ways. At times they use both Spanish and English in the same
conversation or help friends and family members enter mainstream
society by translating English to Spanish for them. Pushing
Boundaries describes Eastside, a Mexicano community in northern
California, analysing language learning and language socialization
in the context of real, problematic, important activities in
people's lives. The authors consolidate three separate studies
providing a unique perspective on the ways bilingual children and
their families use and learn language. With children using the
language of home, school and community separately and in
combination, the book reveals how these children use their
traditional language and cultural knowledge as a critical component
for learning their second language and its underlying cultural
norms.
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