In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.
In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs.
PART I: Critical Bilingual Teaching
1. Critical Teacher Education: A
Multi-Lens Framework for Transformation Pablo C. Ramķrez, Christian J.
Faltis, & Ester J. de Jong
2. Teacher Education and Latino Emergent
Bilinguals: Knowledge, Dispositions, and Skills for Critically Conscious
Pedagogy Cristina Alfaro, Karen Cadiero-Kaplan, & Alberto M. Ochoa
3.
Exacerbating Inequities for Bilingual Teachers and Students Through the
Enactment of the CCSS Kathy Escamilla, Susan Hopewell, & Sandra A.
Butvilofsky
4. Conciencia con Compromiso: This Bridge Called My Classroom
Linda Prieto PART II: Critical Conscious Teaching
5. The Preparation of
Latin@ Teachers: A LatCrit Analysis of the Role of University Centers and
Latin@ Teacher Development Magaly Lavandez and Anaida Colon Muniz
6.
Humanization through Presence, Proximity and Problematizing Latina/o ELLs in
Teacher Education Reynaldo Reyes
7. In search of the civic histories,
identities, and experiences of Latina/o immigrant students Maria Franquiz and
Cinthia S. Salinas PART III: Critical Bi/Multicultural Teaching
8. A
Translanguaging Mathematical Space: Latina/o Teenagers using their Linguistic
Repertoire Armando Garza
9. Yasmķns Journey: Bilingual, Biliterate, Below
Grade Level Jaclyn Hernandez
10. Exploring Computer Science for
Bi/Multilingual Learners: A Case Study Using Ancestral Knowledge Systems as
Border Pedagogy in an East Los Angeles High School Classroom Cueponcaxochitl
D. Moreno Sandoval
Pablo C. Ramirez is Assistant Professor of Education, Arizona State University, USA.
Christian Faltis is Dolly and David Fiddyment Chair in Teacher Education, Director of Teacher Education, and Professor of Education, University of California Davis, USA.
Ester de Jong is Professor of ESOL/Bilingual Education and Director of the School of Teaching and Learning, University of Florida, USA.
