Knowledge Matters for Educating Multilingual: Implementing Home Visits in Rural Idaho

• In Event: Policy and Culture in Rural Education

Abstract

The knowledge students acquire from home may not be recognized in schools when teachers have different social-cultural backgrounds than their students. Moreover, students may be asked to leave their linguistic repertoire as they enter the school threshold. The theory of funds of knowledge makes a plea for teaching that draws on students’ knowledge, skills, and experiences. The study investigates how twenty-four rural teachers’ visits to their emergent multilingual students affected their perception of families’ commitment to education and realized the benefits of honoring and including the funds of knowledge in the curriculum.

Author

• Claudia Peralta, Boise State University
  Presenting Author