Amplifying Newcomer and Emergent Plurilingual Students’ Voice, Agency, and Authority Through Enactments of Authentic Cariño

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Amplifying Multilingual and Transnational Student Voices (Table 22)

Abstract

U.S. public schools have a long history of silencing the voices of newcomer and emergent plurilingual students, many of whom are students of Color. In this case study, we examine how three educators’ commitment to authentic cariño led them to disrupt culturally and linguistically subtractive practices, and amplify newcomer and emergent plurilingual students’ voices, agency, and authority within and beyond the classroom. Their actions offer a model of how teachers might resist subtractive, monoglossic ideologies and re-imagine classrooms as radically inclusive spaces that engage, honor, and amplify the voices, perspectives, and humanity of linguistically diverse and historically marginalized students.

Authors

• Corinna D. Ott, University of California - Riverside

• Alison G. Dover, California State University - Fullerton

• Fernando Rodriguez-Valls, California State University - Fullerton