This book is written from a practitioner's perspective and is designed for practitioners. Social change is guiding theme throughout each of the chapters. The book focused on elements such as cultural relevance, multiculturalism, learner centered, authentic assessment, and diversity, each chapter will be based on theory with a focus on practice.
This book is written from a practitioner's perspective and is designed for practitioners. Social change is guiding theme throughout each of the chapters. The book focused on elements such as cultural relevance, multiculturalism, learner centered, authentic assessment, and diversity, each chapter will be based on theory with a focus on practice.
Produktdetails
Produktdetails
Elijah Muhammad Studies: Interdisciplinary, Educational, and Islamic Studies Ser
Edited by Ashraf Esmail; Abul Pitre; Alice Duhon-Ross McCallum; Judith Blakely and Brandon Hamann
Inhaltsangabe
List of Tables and Figures Foreword by Dr. Jancarlos Wagner-Romero Preface by Dr. Judi Blakely and Dr. Alice Duhon-Ross Acknowledgements Chapter 1: Linguistic Mediation Strategies for Promoting Equity and Social Change in the Bilingual Education Classroom by Miguel Fernändez Álvarez and Amanda L. G. Montes Chapter 2: Rethinking Assessment of English Learners: The Role of Connection by Kyongson Park Chapter 3: SySTEMic Issues: Exploring the Effects of Colonialism on English Language Learners' Academic Outcomes by Uchenna Emenaha Chapter 4: The Power of a Story: Catalyzing social change through photovoice projects by María L. Gabriel and Kevin Roxas Chapter 5: (Re)Conceptualizing strategies for teaching African English Learners in U.S. Classrooms by Brenda Muzeta Chapter 6: Looking at the Past to See the Future: Montana's Underserved American Indian English Language Learners by Jioanna Carjuzaa and Holly Hunts Chapter 7: Multilingual English Language Learners: A Social Change Perspective by Tamara Collins-Parks, Katie Richards, Amber Riehman Chapter 8: Linguistically Sustaining Core Instructional Practices: Supporting Multilingual Learners in General Education Classrooms by Olivia Murphy and Landon Wilson Chapter 9: Bilingual Education for African American Students: Where the Resolution at? by Dianisha Lanette Croft Chapter 10: Equitably Assessing Emergent Bilinguals by Altheria Caldera, Carol Revelle, and Freyca Calderon-Berumen Chapter 11: We Are All Language Teachers: Lessons Learned from A Japanese Bilingual Program by Andrea Allen Chapter 12: Towards a Glocalized and Translingual Perspective on Emerging Bilinguals by Ashley Karlsson Chapter 13: Who are the students learning English and how do we talk about them? by Rachael Dektor and Kip Téllez Chapter 14: Translanguaging as a Tool for Social Justice by Marta Carvajal-Regidor and Leah Mortenson Chapter 15: "English Language Learner as sCHOLArs: Who Counts as a Scholar in a Charter Public School?" by Izamar D. Ortíz-González Chapter 16: Building Transfer Partnerships to Increase Culturally and Linguistically Diverse Student Access and Success by Amanda R. Morales, Elvira J. Abrica, Brenee King, Linda P. Thurston, & Beth Montelone Chapter 17: Increasing the Latinx Teacher Pipeline: Disrupting Cultural and Linguistic Mismatches while Creating Models of Success by Charlotte R. Hancock, John A. Williams, III and Greg A. Wiggan Chapter 18: Teacher Mindset: A Case Study of Embracing Multiculturalism and Multilingualism as Strategies for Effective and Just Teaching by Jeanne Carey Ingle Chapter 19: Re-imagining Science Education for English Language Learners Through Integrated STEM and Multicultural Education by Paulo A. Oemig Chapter 20: Dual Language Education: A Model of Academic, Cultural, and Social Equity for English Language Learners by Tammy Oberg De La Garza and Erin Mackinney Chapter 21: Using Cultural and Political Vignettes in the Professional Development of Teachers of English Language Learners by Jacqueline Darvin Author Biographies
List of Tables and Figures Foreword by Dr. Jancarlos Wagner-Romero Preface by Dr. Judi Blakely and Dr. Alice Duhon-Ross Acknowledgements Chapter 1: Linguistic Mediation Strategies for Promoting Equity and Social Change in the Bilingual Education Classroom by Miguel Fernändez Álvarez and Amanda L. G. Montes Chapter 2: Rethinking Assessment of English Learners: The Role of Connection by Kyongson Park Chapter 3: SySTEMic Issues: Exploring the Effects of Colonialism on English Language Learners' Academic Outcomes by Uchenna Emenaha Chapter 4: The Power of a Story: Catalyzing social change through photovoice projects by María L. Gabriel and Kevin Roxas Chapter 5: (Re)Conceptualizing strategies for teaching African English Learners in U.S. Classrooms by Brenda Muzeta Chapter 6: Looking at the Past to See the Future: Montana's Underserved American Indian English Language Learners by Jioanna Carjuzaa and Holly Hunts Chapter 7: Multilingual English Language Learners: A Social Change Perspective by Tamara Collins-Parks, Katie Richards, Amber Riehman Chapter 8: Linguistically Sustaining Core Instructional Practices: Supporting Multilingual Learners in General Education Classrooms by Olivia Murphy and Landon Wilson Chapter 9: Bilingual Education for African American Students: Where the Resolution at? by Dianisha Lanette Croft Chapter 10: Equitably Assessing Emergent Bilinguals by Altheria Caldera, Carol Revelle, and Freyca Calderon-Berumen Chapter 11: We Are All Language Teachers: Lessons Learned from A Japanese Bilingual Program by Andrea Allen Chapter 12: Towards a Glocalized and Translingual Perspective on Emerging Bilinguals by Ashley Karlsson Chapter 13: Who are the students learning English and how do we talk about them? by Rachael Dektor and Kip Téllez Chapter 14: Translanguaging as a Tool for Social Justice by Marta Carvajal-Regidor and Leah Mortenson Chapter 15: "English Language Learner as sCHOLArs: Who Counts as a Scholar in a Charter Public School?" by Izamar D. Ortíz-González Chapter 16: Building Transfer Partnerships to Increase Culturally and Linguistically Diverse Student Access and Success by Amanda R. Morales, Elvira J. Abrica, Brenee King, Linda P. Thurston, & Beth Montelone Chapter 17: Increasing the Latinx Teacher Pipeline: Disrupting Cultural and Linguistic Mismatches while Creating Models of Success by Charlotte R. Hancock, John A. Williams, III and Greg A. Wiggan Chapter 18: Teacher Mindset: A Case Study of Embracing Multiculturalism and Multilingualism as Strategies for Effective and Just Teaching by Jeanne Carey Ingle Chapter 19: Re-imagining Science Education for English Language Learners Through Integrated STEM and Multicultural Education by Paulo A. Oemig Chapter 20: Dual Language Education: A Model of Academic, Cultural, and Social Equity for English Language Learners by Tammy Oberg De La Garza and Erin Mackinney Chapter 21: Using Cultural and Political Vignettes in the Professional Development of Teachers of English Language Learners by Jacqueline Darvin Author Biographies
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