Learning to "Brave Up": Collaboration, Agency, and Authority in Multicultural, Multilingual, and Radically Inclusive Classrooms

Autor/inn/en	Dover, Alison G.; Rodríguez-Valls, Fernando
Titel	Learning to "Brave Up": Collaboration, Agency, and Authority in Multicultural, Multilingual, and Radically Inclusive Classrooms
Quelle	In: International Journal of Multicultural Education, 20 (2018) 3, S.59-79 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Multilingualism; Cultural Pluralism; Summer Programs; Program Descriptions; English Language Learners; Immigrants; Bilingualism; Self Concept; Teacher Student Relationship; Art Education; School Districts; Teaching Methods; Second Language Learning; School Community Relationship; Native Language; English (Second Language); Student Centered Learning; Culturally Relevant Education; Socialization; Language Dominance; Faculty Development; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Sommerkurs; Immigrant; Immigrantin; Immigranten; Bilingualismus; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Socialisation; Sozialisation; Sprachliche Dominanz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The Summer Language Academy (SLA) is an innovative and intensive summer program for high-school aged newcomers/new Americans, English learners, and emergent bilinguals, as well as for teachers working with them. In the SLA, students and educators collaboratively explore questions of identity, language, and culture through high-interest texts, arts-based curriculum, and redefinition of teaching and learning as reciprocally shared endeavors. In this article, we examine SLA implementation and impact in two neighboring districts, focusing on the opportunities and tensions that arise when new and veteran educators are challenged to increase their consciousness and capacity regarding multicultural, multilingual, and radically inclusive teaching. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01