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Session Type: Symposium
Twenty-five years ago, Bartolomé asserted that teacher education was too heavily focused on finding the “right methods” for teaching historically oppressed students, and that this emphasis obscured asymmetrical power relations and deficit views of minority learners. Arguing for a “humanizing pedagogy,” Bartolomé encouraged teacher educators to teach pedagogies that “engaged students as knowers and active participants in their own learning” (p. 173). Drawing on tensions between mechanistic and humanizing approaches to teaching, we grapple with how “core practices” and “best practices” frameworks (e.g., McDonald, Kazemi, & Kavanagh, 2013) should (not) be taken up in the teaching of emergent bilinguals (EBs), and hold up our specific pedagogical approaches for scrutiny to explore whether we have moved in a humanizing direction.
What's in a Name? "Language, Identity, and Equity" in Teacher Education - Manka M. Varghese, University of Washington
Understanding Core Practices for Multilingual Learners Through the Eyes of Teachers and Students: A Case Study - Jennifer Marie Collett, Lehman College - CUNY; Nancy E. Dubetz, Lehman College - CUNY
What Makes Me Different as a Teacher? Novice Teachers of Emergent Bilinguals Enacting Core Practices - Megan Madigan Peercy, University of Maryland - College Park; Karen Feagin, University of Maryland - College Park; Tabitha Kidwell, University of Maryland - College Park; Megan DeStefano, University of Maryland - College Park; Johanna M. Tigert, University of Massachusetts - Lowell; Wyatt Hall, University of Maryland - College Park; Daisy Fredricks, Grand Valley State University; Jennifer Gisi Himmel, University of Maryland
Conceptualizing and Enacting Core Practices for Teachers of English Learners in Secondary Content-Area Classrooms - George C. Bunch, University of California - Santa Cruz; Aida Walqui, WestEd