Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Cosmopolitanism (2)
- Emergent bilinguals (2)
- Youth (2)
- Adolescence (1)
- Adolescent literacies (1)
-
- Affiliation (1)
- African American Students (1)
- After School Programs (1)
- Animals (1)
- Anti-racist education (1)
- Arts (1)
- Austerity (1)
- Belonging (1)
- Bilingualism (1)
- COVID-19 pandemic (1)
- Citizenship (1)
- Civic engagement (1)
- Community engagement (1)
- Computer Mediated Communication (1)
- Consciousness Raising (1)
- Conservation (Environment) (1)
- Covid-19 and school (1)
- Critical language awareness (1)
- Critical literacies (1)
- Critical pedagogy (1)
- Cultural diversity (1)
- Curation (1)
- Descriptive review (1)
- Digital (1)
- Dual pandemics (1)
Articles 1 - 9 of 9
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
For Critical Language Awareness And Against The “Exclusive-Use-Of-The-Target-Language” Myth: The Effects Of Sociolinguistic Content In English In An Elementary Spanish Classroom, Beatriz Lado, José Del Valle
For Critical Language Awareness And Against The “Exclusive-Use-Of-The-Target-Language” Myth: The Effects Of Sociolinguistic Content In English In An Elementary Spanish Classroom, Beatriz Lado, José Del Valle
Publications and Research
Scholars have advocated for critical approaches to language education (e.g., Del Valle, 2014; Leeman & Serafini, 2016), including those that promote the development of Critical Language Awareness, CLA (e.g., Alim, 2010; Leeman, 2018). The goal is to develop students’ critical knowledge of the cultural, political, and social dimensions of language. To this end, Del Valle (2014) suggests the inclusion of language-related content units taught in the first or shared language from the early stages of language learning. This proposal entails revising strong beliefs such as the use of the non-target language in the new language classroom. The purpose of our …
Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than
Covid-19 And Racial Justice In Urban Education: Nyc Parents Speak Out, Kelly Brady, Mieasia Edwards, Whitney Hollins, José Luis Jiménez, Wendy Luttrell, William Orellana, David Rosas, Nga Than
Publications and Research
The COVID-19 pandemic and global calls for racial justice surfaced tremendous inequities and revitalized the debate about schooling and its purpose. NYC Parents Speak Out is a public engagement project, based on an interactive survey and interviews that records and reflects NYC family educational experiences during the unprecedented school year of 2020-2021. Our research collective, comprised of researchers, parents, advocates, teachers, and school leaders from the Urban Education Ph.D. Program at The Graduate Center (CUNY) identified three key recommendations based on research findings: to improve communication through family and community engagement; give greater attention to social-emotional and mental health; and …
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
“What Makes Me Who I Am?”: Using Artifacts As Cosmopolitan Invitations, Tiffany A. Dejaynes
Publications and Research
As a classroom researcher, Tiffany DeJaynes revisited the curriculum of an English elective she helped design and found students using artifacts to investigate personal identity and create community
From Deficit To Diversity: How Teachers Of Recently-Arrived Emergent Bilinguals Negotiate Ideological And Pedagogical Change, Laura Ascenzi-Moreno
From Deficit To Diversity: How Teachers Of Recently-Arrived Emergent Bilinguals Negotiate Ideological And Pedagogical Change, Laura Ascenzi-Moreno
Publications and Research
Although the number and diversity of emergent bilingual students is rising, this population is viewed as homogeneous rather than vibrant and eclectic. This case study explores how two secondary English as a New Language (ENL) teachers uncover the diversity of their recently-arrived emergent bilingual population through implementing translanguaging pedagogy, a strength-based vision of student language development. The findings indicate that teachers’ shifts in how they conceive of their students are intertwined with meaningful pedagogical changes.
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
Publications and Research
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ‘‘Where I’m From’’, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth …
Youth As Cosmopolitan Intellectuals, Tiffany A. Dejaynes, Christopher Curmi
Youth As Cosmopolitan Intellectuals, Tiffany A. Dejaynes, Christopher Curmi
Publications and Research
Two high school teachers examine classroom moments that position youth as cosmopolitan intellectuals and invested community members as opposed to disengaged and disaffected adolescents.
It's All Happening At The Zoo: Children's Environmental Learning After School, Jason A. Douglas, Cindi Katz
It's All Happening At The Zoo: Children's Environmental Learning After School, Jason A. Douglas, Cindi Katz
Publications and Research
Pairing dynamic out-of-school-time (OST) programs with zoos can encourage young people's relationships with and sense of responsibility for animals and the environment. The project presented in this article, Animal Rescuers, gave the authors the opportunity to examine how such a pairing can work. OST programs enable learning in settings that are generally unavailable during school time (Honig & McDonald, 2005). They provide space for collaboration among students, teachers, and others such as program visitors or outside educators. Taking advantage of the flexibility, location, and educational playfulness of an OST setting, the authors worked intensively with a small number of 10-12-year-old …
Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh
Profiles And Perspectives: Learning Through Descriptive Inquiry At The Cypress Hills Community School, Laura Ascenzi-Moreno, Cecilia M. Espinosa, Sarah Ferholt, Michael Loeb, Berky Lugo-Salcedo, Cecilia Traugh
Publications and Research
This paper describes the work of a collaborative study group on exploring the multiple literacies of students at one school in Brooklyn, NY. Through descriptive review, the group developed knowledge about how to support student language and bilingualism through responsive techniques.
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.