Enacting Radically Inclusive Teaching With Newcomer and Emergent Plurilingual Students: Learning From Teacher Researchers

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Abstract

In this paper, we examine how 42 teacher researchers are disrupting culturally and linguistically hegemonic practices in diverse middle and high school disciplines through the analysis of 36 teacher-created case studies from mathematics, English language arts, science, social sciences, world languages and career and technical education; teacher-created professional learning resources; and teachers’ recommendations for policy and practice. Throughout, we consider not only what it means to be both affirming of and accountable to newcomer and emergent plurilingual students, but also how K-12 and teacher educators can use their insider perspectives, expertise, and professional agency to disrupt cultural, linguistic, and racial hegemony, and re-vision schools as sites of authentic co-learning, collective agency, and transformative justice.

Authors

• Alison G. Dover, California State University - Fullerton

• Fernando Rodriguez-Valls, California State University - Fullerton

• Renae L. Bryant, Anaheim Union High School District