Supporting Asian American Students in Multicultural Contexts Language, Culture, Identity and Power in the US
Produktdetaljer
Biografisk notat
Chaehyun Lee is Associate Professor at Southeastern Oklahoma State University, USA. Her research interests include bilingual and multilingual education, social justice and equity education.
Supporting Asian American Students in Multicultural Contexts Language, Culture, Identity and Power in the US
Drawing on ten years of teaching in language heritage schools and multiple research projects, Lee offers busy practitioners a well-written and comprehensive guide to concepts such as translanguaging, transnational and transcultural identities, and Critical Race Theory. Her clear definitions and illustrative examples make this text ideal for educators who want to be well-informed about serving bilingual children, especially children from Asian families.
Catherine Compton-Lilly, University of South Carolina, Columbia, USA
Kudos to Chaehyun Lee for this excellent new volume for teachers! I was especially impressed at her ability to illustrate critical cutting-edge sociolinguistic theories through sharing such inspiring student and teacher data from Korean heritage language classrooms – in a way that seems approachable for teachers and teacher education. This book is part of an overdue movement to bring the Asian bilingual experience into the heart of the field of bilingual education.
Deborah Palmer, University of Colorado Boulder, USA
This timely scholarly work illuminates the transformative intersections of multilingualism, culture, and educational equity. Drawing upon critical theories of language and identity, this book offers educators a deeply researched framework for cultivating inclusive, justice-oriented classrooms. This book is an important addition to multilingual and multicultural education.
Eurydice Bouchereau Bauer, University of South Carolina, USA
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.
This book offers an in-depth exploration of Asian American students’ dual language use, literacy development and multicultural identity (re)construction. It guides teachers, teacher educators and parents on supporting racially, linguistically and culturally diverse students in inclusive classrooms.
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
Provides the teaching methods and strategies educators need to foster diverse, inclusive and unbiased classroom environments
Drawing on ten years of teaching in language heritage schools and multiple research projects, Lee offers busy practitioners a well-written and comprehensive guide to concepts such as translanguaging, transnational and transcultural identities, and Critical Race Theory. Her clear definitions and illustrative examples make this text ideal for educators who want to be well-informed about serving bilingual children, especially children from Asian families.
Catherine Compton-Lilly, University of South Carolina, Columbia, USA
Kudos to Chaehyun Lee for this excellent new volume for teachers! I was especially impressed at her ability to illustrate critical cutting-edge sociolinguistic theories through sharing such inspiring student and teacher data from Korean heritage language classrooms – in a way that seems approachable for teachers and teacher education. This book is part of an overdue movement to bring the Asian bilingual experience into the heart of the field of bilingual education.
Deborah Palmer, University of Colorado Boulder, USA
This timely scholarly work illuminates the transformative intersections of multilingualism, culture, and educational equity. Drawing upon critical theories of language and identity, this book offers educators a deeply researched framework for cultivating inclusive, justice-oriented classrooms. This book is an important addition to multilingual and multicultural education.
Eurydice Bouchereau Bauer, University of South Carolina, USA
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.
This book offers an in-depth exploration of Asian American students’ dual language use, literacy development and multicultural identity (re)construction. It guides teachers, teacher educators and parents on supporting racially, linguistically and culturally diverse students in inclusive classrooms.
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
Provides the teaching methods and strategies educators need to foster diverse, inclusive and unbiased classroom environments
Produktdetaljer
Biografisk notat
Chaehyun Lee is Associate Professor at Southeastern Oklahoma State University, USA. Her research interests include bilingual and multilingual education, social justice and equity education.