Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up - Softcover

Dover, Alison G.; Rodríguez-Valls, Fernando (Ferran)

Softcover

ISBN 10: 0807766402 ISBN 13: 9780807766408

Publisher: Teachers College Press, 2022

Synopsis

Winner of the 2023 ELATE/National Council of Teachers of English James N. Britton Award
 
"Poetry, picture books, portraits, mapping, caminatas, comics, icebreakers, and narrative writing are used not only to provide the rich educational context that emergent bilinguals deserve, but also to brave up and clearly reveal the strength of diverse students that traditional schools have hidden for so long." ―From the Foreword by Ofelia García, The Graduate Center, City University of New York
 
Learn how to enact curricular, pedagogical, and policy shifts that nourish students' linguistic repertoires, redefine teaching and learning as reciprocal endeavors, promote student-to-student interactions that help newcomers feel less isolated, and create opportunities for students to experiment with language in both academic and informal settings.
 
Drawing on their experience working with hundreds of educators and thousands of students in linguistically diverse school settings (grades 7-12), the authors challenge readers to engage in critical, collective action as they transform their approach to languaging, agency, and authority in the classroom. Ideas and strategies come alive through classroom vignettes, student stories, and samples of student poetry, prose, and art―as well as examples of linguistically affirming approaches to online teaching.
 
The book is an enlightening professional conversation that represents the importance and impact of multicultural and culturally responsive education that ultimately leads to linguistically inclusive education for newcomers and other language learners.
 
Book Features:
 
 

• Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students.
• Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires.
• Shows examples of how educators create classrooms where newcomer and emergent bilingual students' identities, languaging, and humanity are invited, affirmed, and amplified.
• Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.
• Additional professional learning resources, videos and printables included on the companion website.

About this title

About the Author

Alison G. Dover is a professor in the Department of Secondary Education at California State University, Fullerton and coauthor of Preparing to Teach Social Studies for Social Justice (Becoming a Renegade). Fernando (Ferran) Rodríguez-Valls is a professor of secondary education and coordinator of the Bilingual Authorization Program at California State University, Fullerton.

From the Back Cover

"Poetry, picture books, portraits, mapping, caminatas, comics, icebreakers, and narrative writing are used not only to provide the rich educational context that emergent bilinguals deserve, but also to brave up and clearly reveal the strength of diverse students that traditional schools have hidden for so long."
—From the Foreword by Ofelia García, The Graduate Center, City University of New York

"Brimming with innovative ideas and rooted in their longstanding relationships with those they call emergent plurilinguals, Alison Dover and Fernando Rodríguez-Valls have provided educators with a thoughtful, critical, and hopeful guide. The authors' combination of practical activities and a strong, social justice-oriented lens will appeal to those who work with emergent plurilingual students and want to disrupt 'schooling-as-usual' overall."
—Kate Seltzer, assistant professor, department of language, literacy, and sociocultural education, Rowan University

"It takes 'braving up' to put together this radically forward-looking book. The breadth of coverage is impressive. It promotes inclusive and sustainable pedagogy by stretching our thinking, encouraging innovative practice, and redefining success for the teaching professionals and the learners. It is a groundbreaking book that will impact on the way we educate newcomer and emergent plurilingual students in and for the future."
—Li Wei, director and dean, University College London Institute of Education

"What if schooling affirmed the identities, cultivated the brilliance, and sustained the sophisticated language practices of our plurilingual students? This question serves as compass for Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students. Rejecting what is, this book paints a picture of radically inclusive teaching; of dreaming up what might otherwise be if we were to radically work toward justice for plurilingual students. Offering a powerful constellation of pathways and practices for radically inclusive teaching, this book is not only a call to action, but a cartography of more just and equitable schooling."
—Mariana Souto-Manning, president, Irving and Neison Harris President's Chair, Erikson Institute

"Accompanying insightful critiques of prevailing ideologies and educational practices is a breathtaking range of examples for curriculum, student engagement, teacher preparation, policy advocacy, and community organizing that reframes language and learning and centers justice. Dover and Rodríguez-Valls's book was collaboratively authored with hundreds of educators and students and is overflowing with resources, entry points, and inspiration for any and all of us to join them in Braving Up."
—Kevin Kumashiro, former dean, University of San Francisco School of Education; author, Surrendered: Why Progressives are Losing the Biggest Battles in Education

"Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students is a book that must be added to the professional development libraries of practicing teachers, teacher candidates, and teacher educators! Dover and Rodríguez-Valls provide important conceptual lenses for work with newcomer and emergent plurilingual students and also explore and explain radically inclusive pedagogies educators can use right away in their classrooms. The authors challenge us to always place students at the center of all of our work, to work toward the creation of new definitions of academic success and support, and to work toward sustaining radically inclusive teaching for all of our students."
—Kevin Roxas, associate dean, Western Washington University

"In Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Braving Up, Dover and Rodríguez-Valls challenge educators to radically disrupt and transform the frameworks, practices, and educational contexts that have long misconceived and undermined the voices and ways of being of newcomers and emergent bilinguals, even in programs and initiatives that were created for them. The voices of students, teachers, and educational leaders in this book offer hopeful, practical, and courageous illustrations of agency and ingenuity that dare educators to stretch the boundaries of what is possible for an education that truly sees and hears these students."
—Claudia G. Cervantes-Soon, associate professor, Arizona State University

Edition details

• Publisher: Teachers College Press
• Publication date: 2022
• Language: English
• ISBN 10: 0807766402
• ISBN 13: 9780807766408
• Binding: Paperback
• Number of pages: 176