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doi: 10.1080/15210960.2016.1152893pmid: N/A
This study presents data gathered from a service-learning trip to Costa Rica designed for teacher candidates. Data include participant responses to writing prompts, field notes, and follow-up questionnaires. Results show that participants' experience with the language barrier raised their empathy toward English learners. However, participants expressed dissonance regarding student behavioral norms.
Aquino-Sterling, Cristian R.; Rodríguez-Valls, Fernando
doi: 10.1080/15210960.2016.1152894pmid: N/A
The emergence of K-12 bilingual/dual-language schools 1 Although we recognize the distinction between “dynamic” forms of bilingualism characteristic of bilingual education programs and “compartmentalized” forms generally characteristic of “dual-language” programs (García, 2014), in this article we employ the term “bilingual/dual-language education” to include both programmatic approaches and to reclaim the term “bilingual.” in the United States require bilingual teacher education programs across the nation continue to “build on the language strengths” 2 See Zentella (2005). of bilingual teacher candidates and provide them with ample opportunities to acquire the language competencies needed for teaching content-area knowledge across the bilingual curriculum. Although the need to prepare linguistically qualified bilingual/dual-language teachers is relevant to all language programs comprising the bilingual teacher education field, in this article the authors describe a culturally, linguistically, and professionally relevant approach for developing the teaching-specific Spanish language competencies of future bilingual teachers. Educating the new generation of linguistically qualified bilingual educators calls for an engaged and responsive pedagogy that will prepare teachers to orchestrate K-12 teaching and learning experiences where languages (Spanish, in this particular case) function as multidimensional bodies encompassing and empowering the cultures and funds of knowledge teachers and students bring to the classroom.
doi: 10.1080/15210960.2016.1155152pmid: N/A
This article intends to support the efforts of administrators, teachers, and community activists to center race, equity, and anti-deficit perspectives within the practice of school leadership. By drawing upon methods of critical race studies, and Du Bois's 1935 concept of the sympathetic touch, the author provides examples of anti-deficit approaches to sympathetic leadership in a large, diverse high school in California. Through reflections and recollections upon this case study, the author underscores ways for school leaders to formulate the conditions for college-going expectations for low-income immigrant students. This retrospective account includes concrete leadership examples, political strategies, and scenarios to illuminate the relevance and utilities of the sympathetic touch in educational leadership. In effect, the article calls for school leaders to harness anti-deficit and anti-oppressive mindsets in the work of inclusion, equity, and social justice.
doi: 10.1080/15210960.2016.1159096pmid: N/A
Many recent movies about African American life have focused on people leaving the ghetto. Earlier movies about groups living in ghettoes have portrayed the ghetto as a permanent reality. Moviemakers explored ghetto life as an interesting subject and a source of cultural innovation. Life was hard, but social and cultural ways to cope with difficulty helped. Now, the ghetto is presented as a dangerous and depressing place. The only effective way to cope with it is to leave and find more nurturing environments. A few talented individuals and hard workers can succeed that way. They are seen as heroic because they refuse to accept defeat or failure. Few ghetto residents can take this route out of the ghetto, and the many who cannot are ignored or blamed. The audience can applaud the few successes and find a happy outcome to ghetto movies.
doi: 10.1080/15210960.2016.1159099pmid: N/A
Disparities in school discipline data is a national concern. Schools across the nation are working to eliminate these disparities. This literature review considers one response to the disproportionate data, restorative practices. This article examines why exclusionary approaches to discipline are ineffective, contribute to imbalanced discipline data, exacerbate the achievement gap, and push minority students into the juvenile justice system. Restorative practices are an inclusionary, nonpunitive alternative. This approach offers a preventive component as well as a responsive component. I will use this article as a platform to show readers how and why using restorative practices, as an alternative to punitive practices, will support a reduction in the number of referrals and suspension given in schools in order to reduce, and ultimately eliminate the disparities in discipline data across the nation. Limitations in the research are highlighted and recommendations of where to focus future research are provided.
doi: 10.1080/15210960.2016.1159100pmid: N/A
Education policy has historically been viewed as having an influential part in crafting the roles of immigrants in American society. However, while policy makers continue to push their own agendas on English language learners (ELLs), ELLs continue to push back to create their own sense of what it means be an American. This article analyzes how formal and informal language policies have historically driven the instruction of ELLs and argues that despite attempts to enculturate and/or assimilate ELLs into American schools through strict English instruction, students employ a variety of cultural resources to act agentically in their acculturation.
González-Carriedo, Ricardo; Bustos, Nancy; Ordóñez, Jorge
doi: 10.1080/15210960.2016.1159102pmid: N/A
Dual-language programs are becoming increasingly popular among educators and the public in general. In these programs, students aim at attaining full proficiency in English and another language while reaching an academic achievement at or above grade level. This article describes a series of pedagogical practices in the context of dual-language classrooms. We set the discussion across three defining characteristics of our constructivist perspective: learning as collaboration, teachers as facilitators, and language and culture as intertwined elements in schools. In sum, we postulate that dual-language programs bring equity to schools.
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