Pedagogy of Newcomer Belonging: A Case Study of Multilingual Learners' Experiences in High School

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Family and Community Orientations to Language

Abstract

This holistic, single-site case study elevated voices of 400 multilingual learners (MLLs) from 34 countries, speaking 21 languages, and examined their experiences of belonging in a U.S. high school newcomer program. It was more important than ever to examine belonging in high school communities of practice for newly arrived immigrant students during a socio-political climate of xenophobia, racist rhetoric, Black Lives Matter social uprising, policy uncertainties for DACA youth, “Muslim bans,” and COVID-19-related travel restrictions. Utilizing sociocultural theory, Wenger’s (1998) community of practice framework, and Allen and Kern’s (2017) belonging framework, a 391-participant survey, 14 online student interviews, and student documents served as data. Nine recommendations resulted for improved structures, practices, climate, translanguaging, and actions to foster belonging for newcomers.

Author

• Kristen McInerney, The George Washington University