Pedagogical Possibilities for a Changing Public: Bi/Multilingual Latina/o Students in Urban Schools

• In Event: Roundtable Session 57

Session Type: Roundtable Session

Abstract

This symposium brings together papers that draw on sociocultural perspectives to examine the linguistic repertoires of bi/multilingual Latina/o students in urban public schools and to explore pedagogical possibilities for leveraging their knowledge for academic learning. Using ethnographic, discourse analytic, and design-based methods, the authors examine language, literacy, and social interaction among bi/multilingual Latina/o students in elementary and secondary classroom settings. In addition to showcasing the tremendous linguistic dexterity of Latina/o children and youth, these papers shed light on the pedagogical approaches that deliberately leverage their linguistic competencies as resources for teaching and learning. Collectively, these papers advance the potential for public schools to equitably serve an increasingly diverse society.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Social Context of Multiple Languages and Literacies

Chair

• Ursula S. Aldana, University of San Francisco

Papers

• Imagining Beyond the Spanish-English Binary: Multilingual Latina/o Children in Bilingual Schools - Ramon Antonio Martinez, Stanford University

• Valuing Spanish and Spanish Speakers: Regaño as Caring in a Dual Immersion Classroom - P. Zitlali Morales, University of Illinois at Chicago

• Young Bilingual Children's Rhetorical Astuteness - Leah Durán, The University of Arizona

• Expanding What Counts as Language for Latina/o Youth in an Urban Middle School Classroom - Elizabeth Montaño, University of California - Davis; Danny C. Martinez, University of California - Davis