Overview

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

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9780815384519

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Reviews

This wonderful book brings together an insightful array of perspectives on how to creatively, thoughtfully, and fully engage emergent bilinguals in their educational journeys. An important resource for our field! --Carola Suarez-Orozco, University of California-Los Angeles, USA In this important new book, the contributors demonstrate why access to art must be central to the educational opportunities provided to emergent bilinguals, and they provide examples for how this is being done in schools and classrooms across the country. For educators, parents and community advocates, this book will be an invaluable resource and guide for how to use art to inspire and motivate some of our most neglected students. --Pedro A. Noguera, University of California-Los Angeles, USA In this book, educators will discover many important tools and ideas for emergent bilingual learners as well as for all students. This new book is an important resource for all of us! --Linda Nathan, Executive Director of Center for Artistry and Scholarship and Founding Headmaster of Boston Arts Academy, USA Too frequently, discussions about emergent bilingual students focus on remediation and perceived deficits. This anthology provides a powerful counter-narrative by examining how the arts, integrated into Pre-K-12 classrooms,can help emergent bilingual students lift their voices while honoring and including their home languages in instruction. The articles in this book provide windows into classrooms and programs in which photography, theater, collage, illustration, digital arts, and spoken word bring curriculum and student stories to life. -Rethinking Schools

This wonderful book brings together an insightful array of perspectives on how to creatively, thoughtfully, and fully engage emergent bilinguals in their educational journeys. An important resource for our field! --Carola Suarez-Orozco, University of California-Los Angeles, USA In this important new book, the contributors demonstrate why access to art must be central to the educational opportunities provided to emergent bilinguals, and they provide examples for how this is being done in schools and classrooms across the country. For educators, parents and community advocates, this book will be an invaluable resource and guide for how to use art to inspire and motivate some of our most neglected students. --Pedro A. Noguera, University of California-Los Angeles, USA In this book, educators will discover many important tools and ideas for emergent bilingual learners as well as for all students. This new book is an important resource for all of us! --Linda Nathan, Ex. Director of Center for Artistry and Scholarship and Founding Headmaster of Boston Arts Academy

This wonderful book brings together an insightful array of perspectives on how to creatively, thoughtfully, and fully engage emergent bilinguals in their educational journeys. An important resource for our field! --Carola Suarez-Orozco, University of California-Los Angeles, USA In this important new book, the contributors demonstrate why access to art must be central to the educational opportunities provided to emergent bilinguals, and they provide examples for how this is being done in schools and classrooms across the country. For educators, parents and community advocates, this book will be an invaluable resource and guide for how to use art to inspire and motivate some of our most neglected students. --Pedro A. Noguera, University of California-Los Angeles, USA In this book, educators will discover many important tools and ideas for emergent bilingual learners as well as for all students. This new book is an important resource for all of us! --Linda Nathan, Executive Director of Center for Artistry and Scholarship and Founding Headmaster of Boston Arts Academy, USA Too frequently, discussions about emergent bilingual students focus on remediation and perceived deficits. This anthology provides a powerful counter-narrative by examining how the arts, integrated into Pre-K-12 classrooms,can help emergent bilingual students lift their voices while honoring and including their home languages in instruction. The articles in this book provide windows into classrooms and programs in which photography, theater, collage, illustration, digital arts, and spoken word bring curriculum and student stories to life. -Rethinking Schools Art as a Way of Talking for Emergent Bilingual Youth is an edited volume whose chapters offer important guides, tools and ideas for immigrant bilingual learners and their teachers in PreK-12 schools. The book inspires and motivates educators to honour students' home languages and cultures through the arts.... Whether in programmes for Art Educators or TESOL and Bilingual scholars, Art as a Way of Talking for Emergent Bilingual Youth is a perfect book to engage pre- and in-service teachers and scholars in discussions of the relationship between creativity, the arts and language education for all. --Visual Inquiry: Learning and Teaching Art, Volume 8 (1) 2019

This wonderful book brings together an insightful array of perspectives on how to creatively, thoughtfully, and fully engage emergent bilinguals in their educational journeys. An important resource for our field! --Carola Suarez-Orozco, University of California-Los Angeles, USA

Author Information

Berta Rosa Berriz is an Instructor of Creative Arts and Learning at the Graduate School of Education at Lesley University, USA. Amanda Claudia Wager is an Assistant Professor of Bilingual/TESOL Education at the Graduate School of Education at Lesley University, USA. Vivian Maria Poey is an Associate Professor and Director of the M.Ed. in Art, Community and Education program at the Graduate School of Education at Lesley University, USA.

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