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• Title:Teaching emergent bilingual students with dis/abilities : humanizing pedagogies to engage learners and eliminate labels / Patricia Martínez-Álvarez.
  
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• Variant Title:Humanizing pedagogies to engage learners and eliminate labels
  
• Author/Creator:Martínez-Álvarez, Patricia, author.
  
• Published/Created:New York : Teachers College Press, 2023.
  ©2023
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LC3731 .M37 2023
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Education, Bilingual--United States.
  Students with disabilities--Education--United States.
  
• Description:xviii, 222 pages : illustrations ; 23 cm
  
• Series:Disability, culture, and equity series.
  
• Summary: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. -- Provided by publisher.
  
• Notes:Includes bibliography (pages 193-212) and index.
  
• ISBN:9780807768105 paperback
  0807768103 paperback
  9780807768112 hardcover
  0807768111 hardcover
  
• Contents:Machine generated contents note: 1. Tensions Surrounding the Education of Bilingual Children With a Disability
  Cultural Historical Tensions in Teaching and Learning With Bilingual Children
  Issues of Disability Identification Disproportionality and Consequences of Labels
  Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts
  Lack of Inclusive Approaches for Bilingual Education
  Bilingual Education: A Space Inclusive of Children With a Disability
  2. Assumptions and Theories in the Varied Ways of Knowing Project
  Assumptions Grounding the Varied Ways of Knowing Project
  Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space
  Varied Ways of Knowing Project
  3. Documenting the Varied Ways of Knowing Project
  Role of the Institution of Higher Education
  Varied Ways of Knowing School Context
  Varied Ways of Knowing Project: Children and Teacher Candidates
  Documenting Learning With Bilingual Children With and Without a Disability
  Exploring the Work of the Children and the Teacher Candidates
  Reflecting on Roles When Working in Bilingual Contexts
  Relevant Questions and Organization of the Chapters
  4. Issue of Ableism in Bilingual and Bicultural Education
  Metaphors Driving Bilingual Teachers to Enact Ableist Practices
  Learning Identities of Bilingual Children With a Disability
  Conclusion
  5. Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points
  Parallel Processes of Assimilation: Being Bilingual and Having a Disability
  Assimilationist Processes Impacting Children of Immigrant Background
  Assimilationist Processes Impacting Children Labeled With a Disability
  Interrupting Processes of Assimilation
  Children's Experience: Expansive Views Crossing Identities and Cultures
  Contrasting Experience: Susana's Agency and Learning Identity
  Turning Point: "[Susana] Is a Very Strong Girl for Sharing That With All of Us"
  Conclusion
  6. Humanistic Perspectives in Inclusive Bilingual Education
  Significance of Humanistic Perspectives With Bilingual Children With a Disability
  Capas y Escudos (Capes and Shields) Project
  Playful Spaces as Tools for Humanizing Pedagogies
  Conclusion
  7. Exploring Disability With Bilingual Children
  Identity and Disability
  Bilingual and Bicultural Identity
  Multiple Identities and Bilingual Children With a Disability
  Teaching About Disability and the Disability Rights Movement
  Learning and Disability Identity Through a CHAT and DSE Lens
  Exploring the Disability Civil Rights Movement and the Rights of People With a Disability
  Agency and Collective Learning While Exploring Disability
  Conclusion
  8. Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space
  Science Education and Emergent Bilinguals
  Science Education and Children With a Disability
  Exploring Science With Bilingual Children With and Without a Disability
  Relevant Contexts for Science and Landforms Unit
  Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces
  Conclusion
  9. Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts
  Importance of Mediators When Teaching Children With a Disability
  Importance of Mediators When Teaching Bilingual Children
  Mediating Science Content Learning With Bilingual Children With a Disability
  Earthquakes, Plate Tectonics, and the Ring of Fire Unit
  Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts
  Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges
  Language as an Artifact: Tensions Addressing Content Learning and Language Learning
  Conclusion
  10. Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability
  Ableist Practices in Bilingual Education and Implications
  Historical Assimilationist Practices and Implications for Bilingual Education
  Humanistic Perspectives for Inclusive Bilingual Education
  Learning About Disability With Bilingual Children
  Hybrid Space for Science Learning In-Between Boundaries
  Conclusion.