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Rethinking Inclusivity, Equity, and Diversity for Rural Multilingual Learners
Fri, April 14, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Chicago Marriott Downtown Magnificent Mile, Floor: 4th Floor, Clark - 1/2 Marriott BallroomSession Type: Symposium
Abstract
Diverse Multilingual Learners (MLs) in rural settings have increasingly called the attention of scholars in the U.S. and worldwide (Chamness Iida, forthcoming; Showalter et al., 2019), and a promising research base is now beginning to emerge. Using a lens of place-conscious education (Greenwood, 2019), which involves the “soul work” that seeks to decolonize and reinhabit educational spaces, this session of six individual papers presents empirical research related to MLs, their families, and the educators who work with them in rural communities. The scholars’ work illuminates the strengths of rural schools and offers place-conscious, research-based practices for more equitable education for rural MLs. The session provides a vibrant and brave space with insights and implications for research, instruction, and policymaking.
Sub Unit
Chairs
Papers
What Advocacy for Multilingual Learners Looks Like: A Social Network Analysis of Two Rural Teachers - Shuzhan Li, Ithaca College; Evanne Gordon, Ithaca College
Bilingual Paraeducators Navigating Narrow Identity Spaces in a Rural Elementary School - Jenelle R. Reeves, University of Nebraska - Lincoln
Equity and Inclusion for Multilingual Learners in Rural Gifted Education - Amy Price Azano, Virginia Tech
Preparing Rural Teachers to Provide Equitable Instruction for English Learners - Kristin K. Liu, National Center on Educational Outcomes
Why Place Matters in Teacher Education for Rural Multilingual Students - Nidza Marichal, University of Florida; Paula Golombek, University of Florida; Maria R. Coady, North Carolina State University
Illuminating the Experiences of Rural Immigrant Paraeducators - Stephanie Oudghiri, Purdue University