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Articles 1 - 30 of 60
Full-Text Articles in Education
Letter From Executive Editor, Arlene Dallalfar
Letter From Executive Editor, Arlene Dallalfar
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz
Journal of Pedagogy, Pluralism, and Practice
In this introductory chapter, we begin by introducing ourselves, so that you immediately know our positionalities—who we are and the lens we see the world through—and in the hope to provide you with knowledge of why this special issue is so close to our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. In the current political context, the topic of displaced populations, immigration policies (such as The Deferred Action for Childhood Arrivals [DACA]), refugees, as well as those who are undocumented is very alive in classrooms and relevant …
Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza
Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza
Journal of Pedagogy, Pluralism, and Practice
Music artist and School-based Family and Community Liaison, Maura Mendoza Quiroz from the Somerville Family Learning Collaborative (SFLC), shares her experiences of how mu-sic, visual arts and language workshops have served as the entry point for immigrant families in the Somerville Public Schools. The examples help teachers “read” their community of parents and create spaces responding to families’ needs instead of providing arts programs that are un-familiar to them. As parents participate in these activities, their “physical time” inside the school increased, home-school communications improved, and over all the welcoming efforts translated into better school attendance. Sarah Davila, director of …
Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow
Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow
Journal of Pedagogy, Pluralism, and Practice
This article will address the need to increase positive attitudes toward Spanish in Spanish Language Heritage (SLH) classrooms and provide strategies to integrate the arts to support this goal. The primary goals of the contemporary SHL classroom are to maintain the language; to increase positive attitudes towards Spanish, including dialects; and to develop cultural awareness (Beaudrie, Ducal, & Potowsi, 2014). In many SHL classrooms the first two goals are accomplished by reading and writing in Spanish but the latter two goals are less prescriptive and in some classrooms, overlooked. However, it is essential to address students’ attitudes toward Spanish- in …
“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama, Won Kim
Journal of Pedagogy, Pluralism, and Practice
This chapter explores possibilities and challenges of educational drama-based second language instruction for adult emergent bilingual learners. A part of the key findings from an ethnographic multiple case study of four adult ESL classes with educational drama in Canada will be represented, using playwriting as a means to uncover diverse nuanced insights and reflexive understandings of the phenomenon under investigation. The primary purpose of this ethnographically-informed radio play script is to serve as reflexive, dynamic, and artistic expressions that speak (about and to) students’ voices concerning their learning experiences in the course as heard/felt/perceived by the researcher as a participant …
The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten
The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten
Journal of Pedagogy, Pluralism, and Practice
This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum …
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin
Journal of Pedagogy, Pluralism, and Practice
In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager
Journal of Pedagogy, Pluralism, and Practice
This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …
About The Contributors
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Sonic Borderland Literacies: A Re/Mix Of Culturally Relevant Education, Cecilia A. Valenzuela
Sonic Borderland Literacies: A Re/Mix Of Culturally Relevant Education, Cecilia A. Valenzuela
Journal of Pedagogy, Pluralism, and Practice
This paper describes the importance of everyday sounds and silences, and it explores how we might use critical listening practices within educational realms. It considers an arts-based approach that introduces a remix of methods grounded in borderland feminisms, cultural sound studies, and visceral literacies. I call this critical dissonance and I illustrate this methodology through dissonant borderland soundtracks that represent multidimensional, multitemporal and embodied ways of knowing. I also introduce conceptual tools and practices that feel and listen to and for marginalized narratives. When thinking about educational contexts, we must recognize that our lived experiences also include sonic and viscerally …
Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden
Journal of Pedagogy, Pluralism, and Practice
This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …
Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez
Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez
Journal of Pedagogy, Pluralism, and Practice
Through single-case study research at a middle school site, students whose first language is Spanish gain instruction in an English language arts classroom using literary works with guided, close reading. Moreover, students’ background, cultural, and prior knowledge are consulted by the teacher as literature comes to life via socially responsible biliteracies, which value students’ identities and cultural and linguistic wealth in the presence of bilingual literary narratives. Through a teacher’s literary lesson planning that complements students’ social interests, students are able to communicate their developing and bridging biliteracies, increase critical literacy awareness, and practice bilingual abilities through interactive instructional lessons …
Book Review: Engaging Children In Social Emotional Learning, Frank Daniello
Book Review: Engaging Children In Social Emotional Learning, Frank Daniello
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
What Is Critical Literacy?, Ira Shor
What Is Critical Literacy?, Ira Shor
Journal of Pedagogy, Pluralism, and Practice
We are what we say and do. The way we speak and are spoken to help shape us into the people we become. Through words and other actions, we build ourselves in a world that is building us. That world addresses us to produce the different identities we carry forward in life: men are addressed differently than are women, people of color differently than whites, elite students differently than those from working families. Yet, though language is fateful in teaching us what kind of people to become and what kind of society to make, discourse is not destiny. We can …
Journal Of Pedagogy, Pluralism And Practice, Volume 1 (4), Fall 1999 (Full Issue), Journal Staff
Journal Of Pedagogy, Pluralism And Practice, Volume 1 (4), Fall 1999 (Full Issue), Journal Staff
Journal of Pedagogy, Pluralism, and Practice
The theme of this issue is deconstructing the concept of human rights, legal elements of bilingual education, and the relationship between language development and education
Table Of Contents, Journal Staff
Table Of Contents, Journal Staff
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
His-Panics And Mine, Angela María Pérez-Mejía
His-Panics And Mine, Angela María Pérez-Mejía
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
About The Contributors, Journal Staff
About The Contributors, Journal Staff
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Journal Of Pedagogy, Pluralism And Practice, Volume I (3), Fall 1998 (Full Issue), Journal Staff
Journal Of Pedagogy, Pluralism And Practice, Volume I (3), Fall 1998 (Full Issue), Journal Staff
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Fostering Gumption: Helping Community Service Learning Interns Integrate Their Personal, Professional And Political Selves, Luke Baldwin, Linda Brion-Meisels
Fostering Gumption: Helping Community Service Learning Interns Integrate Their Personal, Professional And Political Selves, Luke Baldwin, Linda Brion-Meisels
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
English As A Second Language: In Memory Of A Lesley College Student, Donna Cole
English As A Second Language: In Memory Of A Lesley College Student, Donna Cole
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Table Of Contents, Journal Staff
Table Of Contents, Journal Staff
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Editorial: Luke Baldwin In Memoriam, Editorial Board
Editorial: Luke Baldwin In Memoriam, Editorial Board
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Introduction: The Journal Of Pedagogy, Pluralism, & Practice, Pablo Navarro
Introduction: The Journal Of Pedagogy, Pluralism, & Practice, Pablo Navarro
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
Rossell And Baker: Their Case For The Effectiveness Of Bilingual Education, Jim Cummins
Rossell And Baker: Their Case For The Effectiveness Of Bilingual Education, Jim Cummins
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.
The Grand Bazaar: Trust, Multicultural Education, And The Education Of Teachers, Wade A. Carpenter
The Grand Bazaar: Trust, Multicultural Education, And The Education Of Teachers, Wade A. Carpenter
Journal of Pedagogy, Pluralism, and Practice
Trust is necessary for education. But distrust is a major problem in urban, multiethnic schools. The existing literature on multicultural education, while strong on political, sociological, and economic concerns, devotes little if any attention to the character of the teacher. Teachers whose preparation has not connected ethics and ethnicity may consider resistance theory as simply shrill, and disregard it entirely. The article goes on to suggest that teachers get a highly personalized, balanced liberal and technical preparation from professors intimately familiar with urban k-12 instruction.
The Ebonics Debate: Perspectives And Possibilities: Personal Reflections, Mary Ann Johnson
The Ebonics Debate: Perspectives And Possibilities: Personal Reflections, Mary Ann Johnson
Journal of Pedagogy, Pluralism, and Practice
No abstract provided.