Teaching Emergent Bilingual Students With Dis/Abilities
Humanizing Pedagogies to Engage Learners and Eliminate Labels

By (author) Patricia Martinez-Alvarez,Patricia Martinez-Álvarez

ISBN13: 9780807768112

Imprint: Teachers' College Press

Publisher: Teachers' College Press



Availability: Available

Grounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into "boxes," particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners. Book Features: Combines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective. Includes activity invitations to help teachers create high-quality learning spaces. Provides sample work from diverse elementary school–aged children, as well as children's responses to the learning activity. Proposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.
Contents Preface  ix List of Abbreviations  xv Acknowledgments  xvii 1.  Tensions Surrounding the Education of Bilingual Children With a Disability  1 Cultural Historical Tensions in Teaching and Learning With Bilingual Children  3 Issues of Disability Identification Disproportionality and Consequences of Labels  4 Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts  6 Lack of Inclusive Approaches for Bilingual Education  8 Bilingual Education: A Space Inclusive of Children With a Disability  10 2.  Assumptions and Theories in the Varied Ways of Knowing Project  13 Assumptions Grounding the Varied Ways of Knowing Project  15 Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space  15 The Varied Ways of Knowing Project  22 3.  Documenting the Varied Ways of Knowing Project  25 The Role of the Institution of Higher Education  26 The Varied Ways of Knowing School Context  26 Varied Ways of Knowing Project: Children and Teacher Candidates  27 Documenting Learning With Bilingual Children With and Without a Disability  28 Exploring the Work of the Children and the Teacher Candidates  29 Reflecting on Roles When Working in Bilingual Contexts  30 Relevant Questions and Organization of the Chapters  31 4.  The Issue of Ableism in Bilingual and Bicultural Education  35 Metaphors Driving Bilingual Teachers to Enact Ableist Practices  37 The Learning Identities of Bilingual Children With a Disability  40 Conclusion  51 5.  Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points  53 Parallel Processes of Assimilation: Being Bilingual and Having a Disability  53 Assimilationist Processes Impacting Children of Immigrant Background  54 Assimilationist Processes Impacting Children Labeled With a Disability  55 Interrupting Processes of Assimilation  57 Children's Experience: Expansive Views Crossing Identities and Cultures  58 A Contrasting Experience: Susana's Agency and Learning Identity  68 A Turning Point: "(Susana) Is a Very Strong Girl for Sharing That With All of Us"  73 Conclusion  76 6.  Humanistic Perspectives in Inclusive Bilingual Education  79 The Significance of Humanistic Perspectives With Bilingual Children With a Disability  79 The Capas y Escudos (Capes and Shields) Project  85 Playful Spaces as Tools for Humanizing Pedagogies  85 Conclusion  96 7.  Exploring Disability With Bilingual Children  98 Identity and Disability  99 Bilingual and Bicultural Identity  100 Multiple Identities and Bilingual Children With a Disability  101 Teaching About Disability and the Disability Rights Movement  103 Learning and Disability Identity Through a CHAT and DSE Lens  104 Exploring the Disability Civil Rights Movement and the Rights of People With a Disability  106 Agency and Collective Learning While Exploring Disability  106 Conclusion  122 8.  Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space  126 Science Education and Emergent Bilinguals  127 Science Education and Children With a Disability  129 Exploring Science With Bilingual Children With and Without a Disability  130 The Relevant Contexts for Science and Landforms Unit  131 Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces  132 Conclusion  145 9.  Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts  148 The Importance of Mediators When Teaching Children With a Disability  150 The Importance of Mediators When Teaching Bilingual Children  152 Mediating Science Content Learning With Bilingual Children With a Disability  153 The Earthquakes, Plate Tectonics, and the Ring of Fire Unit  154 Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts  155 Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges  156 Language as an Artifact: Tensions Addressing Content Learning and Language Learning  166 Conclusion  172 10.  The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability  175 Ableist Practices in Bilingual Education and Implications  177 Historical Assimilationist Practices and Implications for Bilingual Education  179 Humanistic Perspectives for Inclusive Bilingual Education  180 Learning About Disability With Bilingual Children  185 A Hybrid Space for Science Learning In-Between Boundaries  186 Conclusion  189 Epilogue  191 References  193 Index  213 About the Author  222
  • Teaching of specific groups & persons with special educational needs
  • Teaching of students with English as a second language (TESOL)
  • Professional & Vocational
List Price: £140.00