Funds of Knowledge at the Center: A Co-Teaching Model for Arts Integration and Language Diversity

Session Type: Symposium

Abstract

This symposium describes how university faculty collaborated to design and implement an arts-focused teacher preparation program model aimed at addressing issues of language and cultural diversity through a co-teaching approach in a bilingual school. As part of this design, faculty coordinated their syllabi across three methods courses, the student-teaching seminar, and classroom/community fieldwork. Having researched bilingual children’s funds of knowledge, the predominantly monolingual pre-service teachers (PSTs) in this program crafted, planned, and taught integrated units that mobilized this knowledge and aligned it with school content standards. Using children’s and PSTs’ work samples in arts, literacy, social studies, and mathematics, presenters will share their processes and findings stemming from their work in the initial implementation of this on-going project.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 5: Preservice Teacher Education Coursework: Curriculum and Teaching to Improve Teacher Knowledge, Understanding, and Pedagogical Practices

Chair

• Sylvia Celedon-Pattichis, University of New Mexico

Papers

• Developing a Teacher Education Collaborative in Language Diversity and Arts Integration - Nancy S. Pauly, University of New Mexico

• Using Free-Write Journals as a Tool for Preservice Teachers' Understanding of Children's Biliteracy Development - Leila Flores-Duenas, University of New Mexico; Irene Welch, University of New Mexico

• Privileging Bilingual Children's Funds of Knowledge in Preservice Teachers' Development of Mathematics Lessons - Carlos Alfonso LopezLeiva, University of New Mexico

• Designing Classroom Museums Through Arts-Integration Units to Nurture Multiliteracies and Cultural Appreciation - Leila Flores-Duenas, University of New Mexico; Nancy S. Pauly, University of New Mexico

Discussant

• Julia Maria Aguirre, University of Washington - Tacoma