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. For additional professional development resources to accompany each chapter, visit www.bravingup.com.
Alison G. Dover is an associate 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) Rodriguez-Valls is a professor of secondary education and coordinator of the Bilingual Authorization Program at California State University, Fullerton.
Contents Foreword Ofelia Garcia?ix Acknowledgments?xiii 1.?Braving Up: The Journey Begins With Questions?1 Why This Book??2 What Does It Mean To Be Brave??3 What Does It Mean To Be Proficient??5 Who Are We??8 What Can We Learn Together??9 If I Were to Change the World, by Gurpreet Mangat?10 Part I: Foundations 2.?The Ground on Which We Stand: Conceptual Foundations for Braving Up?12 The Power of Languaging?12 Braving Up: Stretching Our Practice?13 From Language to Languaging: Adopting a Heteroglossic Ideology?14 Challenging Linguistic Dominance?17 Centering Culturally and Linguistically Sustaining Pedagogy?20 3.?"This Is How School Should Be!": Learning from the Language Explorers?23 Day One: How it Begins?26 The Months Before: When It Really Begins?27 Getting Ready: Building Our Foundation?28 Experiential Pedagogy as Professional Learning?30 Forming, Storming, Norming, and Performing: From Teacher to Team?31 If I Were to Change the World, by Gea Lopez?37 Part II: Radically Inclusive Pedagogies 4.?Who Are You? Exploring Identity and Community in the Classroom?40 Breaking the Silence?41 Nourishing Brave, Heteroglossic Classrooms?42 Braving Up by Sharing Who You Are?43 Inviting Students In?48 Exploring Identity: Who Are You??49 5.?Who Are We? Crossing Borders With Arts-Based and Plurilingual Pedagogies?58 Embracing Our Borderlands?58 Crossing Borders with Children's and Young Adult Literature?61 Exploring Identity with Arts-Based Pedagogy?62 Pushing Beyond Words with Picture Books?67 Using Children's and Young Adult Literature as a Springboard?69 6.?Can You Hear Me? Amplifying Student Voice Within and Beyond the Classroom?74 Students' Voices Teach Us Who They Are?76 Amplifying Student Voices in the Classroom and the School Community?79 Learning With and From Students?82 7.?And Then We Had to Pivot: Bringing Culturally and Linguistically Sustaining Teaching Online?88 Humanizing Online Learning?91 Breaking the Silence: Engaging Students and Building Community?93 If I Were to Change the World, by Mac Arjey Caisip?106 Part III: Stretching Beyond the Classroom 8.?Redefining Success: Comunidad, Confianza, and Complexity?108 Redefining Success?108 Experimenting with Languaging and Syntactic Complexity?111 Comunidad, Confianza, and Complexity?114 Developing Heteroglossic Proficiency?118 Empowerment and Agency?118 9.?Blossoming From Roots to Trees: Supporting, Sustaining, and Advocating for Radically Inclusive Teaching?122 with Renae Bryant Know Your Context?123 Find Common Ground?125 Engage Key Stakeholders?127 Establish a Programmatic Identity and Build Capacity?129 Plan for Sustainability?133 If You Were to Change the World: Next Steps in Radically Inclusive Teaching?136 Notes?137 References?140 Index?152 About the Authors?161 Additional readings and professional learning resources on the companion website at tcpress.com/dover-resources
