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In most cases, the curriculum chosen for wide-use does not mirror or address the pressing needs of bi/multilingual learners, especially for those who are in middle and high school settings. In light of this and the increasingly negative national discourse surrounding minoritized students, our focus in this article is to offer in-service teachers a...
Contexts in source publication
Context 1
... text sets can be organized in a variety of ways around myriad themes, most are organized around an anchor text, where each accompanying text is presented in a methodical order to further develop the topic. Table 2 includes the text set presented in the order we would use with our middle and high school students to develop the main themes of identity and agency, starting with books that our students may most relate to as mirrors and continuing with books that may serve as windows. Altogether, our goal is that this text set will help bi/multilingual learners "see" themselves, celebrate who they are, and develop critical literacy skills (Wickstrom, Araujo, Patterson, & Hoki, 2011). ...Context 2
... the creation of this text set, we were careful to include both male and female protagonists with a variety of ethnic/racial identities, languages, and experiences with their identity negotiations in diverse communities. Table 2 lists the books of our text set, which served as a guide to ensure we maintained parity and complexity in character representation. We added to the chart as we read books so that we could examine the depth and complexity of our text set. ...Context 3
... text sets can be organized in a variety of ways around myriad themes, most are organized around an anchor text, where each accompanying text is presented in a methodical order to further develop the topic. Table 2 includes the text set presented in the order we would use with our middle and high school students to develop the main themes of identity and agency, starting with books that our students may most relate to as mirrors and continuing with books that may serve as windows. Altogether, our goal is that this text set will help bi/multilingual learners "see" themselves, celebrate who they are, and develop critical literacy skills (Wickstrom, Araujo, Patterson, & Hoki, 2011). ...Context 4
... the creation of this text set, we were careful to include both male and female protagonists with a variety of ethnic/racial identities, languages, and experiences with their identity negotiations in diverse communities. Table 2 lists the books of our text set, which served as a guide to ensure we maintained parity and complexity in character representation. We added to the chart as we read books so that we could examine the depth and complexity of our text set. ...Similar publications
This qualitative thesis study explores the influences of social networks and social support on the literacy engagement of seven high school students from a multicultural, multilingual, and economically disadvantaged urban neighbourhood in a large, diverse North American city. Guided by Ecological Systems Theory (Bronfenbrenner, 1979, 2005), at thre...
Citations
... Many students struggle with academic-specific vocabulary because specialized terminology, multiplemeaning terms, and gaps in prior knowledge impede students' comprehension of concepts (Cervetti et al., 2015;Crosson et al., 2020;Logan & Kieffer, 2017). As a result, engagement and achievement within content area courses can be negatively impacted, and learning challenges faced by disadvantaged student groups, such as students with disabilities (i.e., those identified under one of the 13 disability categories of the Individuals With Disabilities Education Act, 2004) and CLD students (i.e., students whose home cultures and languages are not White and monolingual, Standard American English), are exacerbated (Artiles et al., 2010;Babino et al., 2019). Learning challenges may be further compounded for students like Allie, who are identified as having a disability and coming from a CLD background, because these students may experience double forms of oppression and difficulty in accessing culturally appropriate services and instruction (Annamma et al., 2018;Liasidou, 2013). ...
Topics presented in content area courses at the secondary level are often comprised of specialized and/or multiple-meaning vocabulary terms that can challenge students’ understanding. Additionally, gaps in relevant knowledge from prior learning experiences in earlier grade levels may further impede comprehension of content area concepts. This is often the case for students with disabilities and culturally and linguistically diverse (CLD) students who tend to struggle in secondary content area classes due to learning barriers related to disability, culture, language, or the intersection of these student characteristics. Content Acquisition Podcasts for Students (CAP-S) is a multimedia tool that has been effective in increasing vocabulary knowledge among students with disabilities. However, this article provides a detailed description of how CAP-S embed instructional practices that are effective for students with disabilities from CLD backgrounds, and includes a step-by-step guide to support practitioners in creating and recording their own CAP-S vocabulary lessons to increase success among CLD students with disabilities participating in secondary content area classrooms.
... Other ideas are to create units that include a portion or a majority of these books as mentor texts during writing instruction or instructional units that typically spotlight books in the cannon. Ale's unit on positive and powerful bilingual characters showcased how multiple languages and varieties were used to meet full grade-level standards, bi/multilingual identities, and social justice efforts (Babino, Araujo, & Maxwell, 2019). ...
In this manuscript, we argue that language is central to students’ cultural identities and, therefore, should be validated in middle school classrooms. Additionally, we problematize the idea of “standard” languages and analyze how existing language hierarchies marginalize Students of Color through White language supremacy. White language supremacy can be defined as a belief in the superiority of Standard American English. In pedagogy, it manifests as teachers rejecting students’ preferred or home languages and dialects, forcing them to adopt the languaging practices of the dominant culture. Most importantly, we provide practical strategies for teachers who aim to enact culturally sustaining language instruction that resists White language supremacy.
