Centering Multilingual Learners in School Curriculum Through Community Asset Mapping (Paperback)
Idioma: inglés
Editorial: Myers Education Press, 2025
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- Nuevo

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Paperback. Centering Multilingual Learners in School Curriculum through Community Asset Mapping is written for educators working with culturally and linguistically diverse student populations, particularly those from historically marginalized backgrounds. It presents and explores Community Asset Mapping (CAM) as a transformative pedagogical approach that values students' lived experiences, cultural wealth, and linguistic repertoires as essential components of learning. It speaks to teachers who seek to integrate students' strengths and assets into the curriculum while challenging hierarchical structures of knowledge and language within the education system. Written by two multilingual language education professionals who draw upon their own educational journeys and rich, multifaceted experience working with multilingual learners, this book is also grounded in a post-qualitative research approach. It weaves together culturally responsive teaching, translanguaging, and community asset mapping as a co-learning practice, alongside a diverse range of critical theories and pedagogical approaches. This resource extends beyond academic scholarship; it engages with community-based initiatives, social entrepreneurship, and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy. More than just a resource, this book is a call to actionan invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning, and celebrates the communities that shape the work of language education professionals. Through this shared effort, the authors invite educators to join them in critically reimagining education and advocating for more equitable, asset-based practices that truly honor the voices and experiences of their students. Perfect for courses such as: Multicultural and multilingual Education; Sociolinguistics; Methods and Materials in TESOL Education; Curriculum Design in Education or TESOL; Language, Culture and Society; Urban Education; Family Engagement in Education Empowering educators to center multilingual learners from diverse backgrounds, this resource champions classroom practices that integrate lived experiences, cultural wealth, and linguistic repertoires. It delivers actionable strategies and vivid examples to transform learning spaces into equitable, co-learning communities. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…
N° de ref. del artículo 9781975507763
- Título
- Centering Multilingual Learners in School Curriculum Through Community Asset Mapping (Paperback)
- Autor
- Ching-Ching Lin
- Editorial
- Myers Education Press
- Año de publicación
- 2025
- Estado
- new
- Encuadernación
- Paperback
- Idioma
- inglés
- ISBN 10
- 1975507762
- ISBN 13
- 9781975507763
Written by two multilingual language education professionals who draw upon their own educational journeys and rich, multifaceted experience working with multilingual learners, this book is also grounded in a post-qualitative research approach. It weaves together culturally responsive teaching, translanguaging, and community asset mapping as a co-learning practice, alongside a diverse range of critical theories and pedagogical approaches. This resource extends beyond academic scholarship; it engages with community-based initiatives, social entrepreneurship, and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy.
More than just a resource, this book is a call to action―an invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning, and celebrates the communities that shape the work of language education professionals. Through this shared effort, the authors invite educators to join them in critically reimagining education and advocating for more equitable, asset-based practices that truly honor the voices and experiences of their students.
Perfect for courses such as: Multicultural and multilingual Education; Sociolinguistics; Methods and Materials in TESOL Education; Curriculum Design in Education or TESOL; Language, Culture and Society; Urban Education; Family Engagement in Education
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
Huseyin Uysal, Ph.D. is a Research Assistant Professor in the Department of English Language Education at The Education University of Hong Kong. He holds a PhD degree in Curriculum and Instruction with a specialization in ESOL/Bilingual Education from the University of Florida. His scholarship is driven by the values of social justice and grounded in understanding power, identity, and inclusivity in linguistically and culturally diverse schools. His research interests, which tie back to several of his current endeavors, are primarily centered on criticality in TESOL teacher education, and plurilingualism at public schools. He is currently serving as the Editor-in-Chief of the Journal of Education for Multilingualism, and the Associate Editor of the Journal of Education, Language, and Ideology.
“Acerca de” puede pertenecer a otra edición de este título.
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