Preparing Inclusive Early Childhood Educators: A Conceptualization of Multilingualism and Inclusivity

• In Event: Intersectional Approaches to Language and Culture

Abstract

The purpose of this presentation is to share what was learned in the development of an inclusive early childhood teacher education program through a national professional development grant project. The intersections of multilingualism and inclusivity were centered as a paradigm for fostering authenticity and agency among teacher candidates. Our examination revealed the importance of (1) understanding oneself to look beyond; (2) disrupting notions of normalcy and naturalized language; and (3) reconceptualizing inclusivity as a social justice act. Our work challenges the notion of inclusion as a mere mechanism of meritocracy and assimilation, emphasizing instead a teacher education paradigm in which multilingual/multimodal learners with and without disability labels find access to their linguistic/communication repertoires, cultural funds of knowledge, and disability-related supports. 

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• John Baffoe, University of Wisconsin - Milwaukee

• Maria J. Ruiz-Martinez, University of Colorado - Boulder

• Tatiana Joseph, University of Wisconsin - Milwaukee

• Margaret Bartlett, University of Wisconsin - Milwaukee

• Sara L. Jozwik, Governors State University