The Arts and Emergent Bilingual Youth: Building Culturally Responsive, Critical and Creative Education in School and Community Contexts

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Routledge, Apr 17, 2013 - Education - 220 pages

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds. A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content). Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning. Taking a stance about language and culture in English learners’ lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.


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Foreword by Dalida Maria Benfield
Buying Time
Becoming a Culturally
Documenting Dreams Immigrant Girls
Photo by Dafney Blanca Dabach
Building FamilyCommunitySchool Partnerships
A Matter Party Celebrating Science
Young Writers Program for Migrant
Workshop Mi Nombre
Which A Will Be? Acculturation
Responding Critically to World Events
Artwork by Luis Genaro Garcia
VIGNETTE FIFTEENI Youth Participatory Action Research
Screenshot by Kinga VargaDobai
Talking to the System through Youth Media

Making an Edible School Garden with
Photo by Saskia Stille
Acted and Enacted Lives Language Play
Photo by Paul Fisher
Separated Families
Conceptual Translations from English
Photo by Joo Ae
Photo by Christa Cillaroto
Responding Critically to Literature
Photo by Sharon Chappell
Having Our Say English Language
Building Sustainability inlwith Multilingual
It Is NOT What It Is A Multidisciplinary
Language Lessons
Resources for Educators and Artists
About the Contributors

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About the author (2013)

Sharon Verner Chappell is Assistant Professor, Department of Elementary & Bilingual Education, California State University, Fullerton, USA.

Chris Faltis is Dolly and David Fiddyment Professor of Education and Director of Teacher Education, School of Education, University of California, Davis, USA.

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