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.
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PART 1 Critical Bilingual Teaching |
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1 | (76) |
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1 Critical Teacher Education: A Multi-Lens Framework for Transformation |
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3 | (12) |
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2 Teacher Education and Latino Emergent Bilinguals: Knowledge, Dispositions, and Skills for Critically Conscious Pedagogy |
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15 | (26) |
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3 Exacerbating Inequities for Bilingual Teachers and Students Through the Enactment of the CCSS |
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41 | (20) |
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4 Conciencia con Compromiso: This Bridge Called My Classroom |
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61 | (16) |
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PART 2 Critical Conscious Teaching |
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77 | (2) |
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5 The Preparation of Latino/a Teachers: A LatCrit Analysis of the Role of University Centers and Latino/a Teacher Development |
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79 | (24) |
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6 Humanization Through Presence, Proximity, and Problematizing Latino/a ELLs in Teacher Education |
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103 | (20) |
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7 In Search of the Civic Histories, Identities, and Experiences of Latina/o Immigrant Students |
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123 | (14) |
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PART 3 Critical Bi/Multicultural Teaching |
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137 | (2) |
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8 A Translanguaging Mathematical Space: Latino/a Teenagers Using Their Linguistic Repertoire |
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139 | (18) |
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9 Yasmin's Journey: Bilingual, Biliterate, Below Grade Level |
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157 | (20) |
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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 |
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177 | (24) |
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Cueponcaxochitl D. Moreno Sandoval |
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| List of Contributors |
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201 | (6) |
| Index |
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207 | |
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.
