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Provides the teaching methods and strategies educators need to foster diverse, inclusive and unbiased classroom environments.
This book helps classroom teachers and educational leaders to support Asian American students in a variety of school settings, exploring their dual language use, literacy development and multifaceted identity (re)construction.
Contributing to the fields of multi/plurilingual and multi/pluricultural education, it synthesizes key philosophical concepts, theories and perspectives that contemporary educators should be familiar with when working with racially, linguistically and culturally diverse student populations. It draws on 10 years of data from Korean heritage language schools and addresses topics such as translanguaging, culturally responsive and sustaining pedagogy, transnationalism, AsianCrit theory and raciolinguistic ideologies.
This book provides teachers, teacher educators and parents with valuable knowledge and understanding of how to adequately support students from diverse backgrounds in inclusive and unbiased classrooms.
Chaehyun Lee is Associate Professor at Southeastern Oklahoma State University, USA. Her research interests include bilingual and multilingual education, social justice and equity education.
Acknowledgments
Foreword
Preface
Chapter 1. Introduction to Understanding the Dynamics of Language, Culture and Power in a Multilingual/Plurilingual World
Chapter 2. Creating a Transformative Third Space by Embracing Heritage Language and Culture to Promote
Multilingualism and Pluriculturalism
Chapter 3. Enacting Translanguaging Pedagogy in Creating an Inclusive and Rich Learning Environment
Chapter 4. Understanding Bi/Multi/Plurilingual Learners’ Dynamic and Fluid Translanguaging Practices
Chapter 5. Embracing Culturally Responsive and Sustaining Pedagogy: Incorporating Multicultural Literature to Provide Equitable and Just Educational Experiences
Chapter 6. Exploring Transnational and Transcultural Identity Construction in Distinctive Transnational Lifeworld
Chapter 7. Implementing Social Justice-Oriented Practices to Achieve Equity and Justice
Chapter 8. (Re)constructing and Negotiating Ethno-Racial and Linguistic Identities from Raciolinguistic Ideologies
Chapter 9. A Call to Action for Educators: Applying the New Knowledge Gained
Index