The Arts and Emergent Bilingual Youth: Building Culturally Responsive, Critical and Creative Education in School and Community Contexts

Overview

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their ...

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The Arts and Emergent Bilingual Youth: Building Culturally Responsive, Critical and Creative Education in School and Community Contexts

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Overview

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds. A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content). Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning. Taking a stance about language and culture in English learners’ lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.

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Product Details

  • ISBN-13: 9780415509732
  • Publisher: Taylor & Francis
  • Publication date: 4/23/2013
  • Pages: 240
  • Product dimensions: 6.20 (w) x 9.30 (h) x 0.70 (d)

Meet the Author

Sharon Verner Chappell is Assistant Professor, Department of Elementary & Bilingual Education, California State University, Fullerton, USA.

Chris Faltis is Dolly and David Fiddyment Professor of Education and Director of Teacher Education, School of Education, University of California, Davis, USA.

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Table of Contents

Foreword Dalida María Benfield Preface Chapter One: Introduction Arts Artifact One: NWCLB (No White Child Left Behind)
Simón Candú
Arts Artifact Two: Buying Time Marilyn Dike Dunn Vignette One: Through My Lens: A Child’s Perspective Elizabeth Renner

Chapter Two: Knowing your students, becoming a culturally responsive teacher Arts Artifact Three: Pinewood Estate Trailer Park Melisa Cahnmann-Taylor Vignette Two: Documenting Dreams: Immigrant Girls’ Aspirations through Shadow Portraiture Dafney Blanca Dabach

Chapter Three: Building Family-Community-School Partnerships Arts Artifact Four: La Noche Louisa Castrodale and Luis Fausto Vignette Three: A Matter Party: Celebrating Science and Deepening Understanding Shannon Burgert Vignette Four: The Older Sister: Beyond ELL Pronunciation to Performance and Purpose Dorothy Abram Vignette Five: Making an Edible School Garden with Multilingual Children: Engaging Linguistic, Cultural, and Community Resources Saskia Stille

Chapter Four: Playing with Language, Playing through the Arts Vignette Six: Acted and Enacted Lives: Language Play, Theatre, and Language Development at the Border Mary Carol Combs and J David Betts, Paul Fisher Vignette Seven: Journey: Identity and Language Development through the Arts Jessica Mele and Karena Salmond Arts Artifact Five: Separated Families Simón Candú

Chapter Five: Living stories, Telling stories Vignette Eight: Conceptual Translations from English Language Learners' Indigenous Storytelling Eva Rose B. Washburn-Repollo Vignette Nine: Working with Korean Newcomer Immigrant Adolescents in Community Art by Joo Ae Kim Vignette Ten ¿Y el Caballito de mar, donde vive? – Exploring Science and Literacy through Bilingual Storytelling and Shadow Puppetry with Head Start Children Daphnie Sicre

Chapter Six: Responding critically to literature Vignette Eleven: Migrant Students Vignette their Lives: Languages and Cultures Cross the Fields into the Classrooms Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego Vignette Twelve: Young Writers Program for Migrant Youth Elizabeth Lewis Vignette Thirteen: Which ‘A’ Will Be?: Acculturation, Assimilation, Americanization Daniel A. Kelin, II

Chapter Seven: Responding critically to world events Vignette Fourteen: Eastside High School: May Day Service Learning Project from Alumni to Future Alum Luis Genaro Garcia Vignette Fifteen:Critical Performative Literacy in a Middle School ESOL classroom: Voices for Undocumented Latino Communities Ruth Harman, Kinga Varga-Dobai, Kelli Bivins & David Forker

Chapter Eight: Talking to the system through youth media Vignette Sixteen: Youth Media: Making it in the World!
Deborah Romero Vignette Seventeen: Having Our Say: English Language Learners Talk back to Teachers Susan Adams

Chapter Nine: Creating Counter-Narrative Practices at School Vignette Eighteen: Ethnodrama: Transformative Learning in Multicultural Teacher Education Masakuzu Mitsumura Vignette Nineteen: Seeing Art, Seeing the World: Modern Art and Literacy Development with English Learners K-12
Marguerite Lukes & Calder Zwicky,; contributions by Louise Edman, Kim Hummel, Rachel Lindsay

Chapter Ten: Building Sustainability in/with Multilingual Communities Arts Artifact Six:Inspecting Borders Sharon Chappell Vignette Twenty: It Is NOT What it Is: A Multidisciplinary Approach to Critical Pedagogy, Cultural Production, and Youth Development in the Youth Roots Program G Reyes Arts Artifact Five: Language Lessons I Melisa Cahnmann Taylor Appendix A: A Process for Building Critical, Creative, Caring Experiences Drew Chappell Appendix B: Resources for Educators and Artists About the Contributors

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