Synopsis
Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change.
Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
About the Author
Maria R. Coady is the Goodnight Distinguished Professor in Educational Equity and Professor of Multilingual Education at North Carolina State University. Her research examines multilingualism, bilingual education, rural teacher education, multilingual family engagement and language policies.
Paula Golombek is Clinical Professor of Linguistics at the University of Florida where she teaches in the Undergraduate Certificate for Teaching English as a Second Language Program. Her research examines sociocultural theory and narratives in teacher professional development.
Nidza V. Marichal is a research associate at the University of Florida. Her research topics include multilingual/bilingual education, English learners (ELs), teacher education, teacher knowledge, secondary and rural EL education, and the U.S. Puerto Rican experience.
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