Innovative Multilinguocultural Practice: Multicultural Education for Urban English Language Learners in New Times

• In Event: Roundtable Session 7
  In Roundtable Session: Multicultural/Multiethnic Education: Linguistic Diversity and Language Learners

Abstract

The present qualitative case study grounded in critical, socio-constructivist perspectives towards transformative learning and identity development intends to identify and explore the in-depth nature of innovative multicultural educational practice in an urban adolescent ESL class in new times. Data, collected from an intensive year-long class observations, field-notes, interviews, and multi-genre, multimodal documents and analyzed in four-stage, spiral procedures led to find the multidimensions of Transformative Pedagogy of Multilinguoculture (TPM): Fostering second language literacies: Activizing multilinguocultural literacies; Revitalizing Language One and Culture One for learning and development: Pedagogizing multiculturalism; Framing a sociopedagogy of multilinguocultural literacies: Realizing transformers’ society. Detailed discussions of the core features of TPM and pedagogical and policy implications are suggested.

Author

• Namsook Kim, University at Buffalo - SUNY