Radically Inclusive Teaching with Newcomer and Emergent Plurilingual Students: Braving Up. Este artículo no está disponible.Radically Inclusive Teaching with Newcomer and Emergent Plurilingual Students: Braving Up

Book Features:

• Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students.
• Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires.
• Shows examples of how educators create classrooms where newcomer and emergent bilingual students' identities, languaging, and humanity are invited, affirmed, and amplified.
• Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.

Alison G. Dover is an associate professor in the Department of Secondary Education at California State University, Fullerton and coauthor of Preparing to Teach Social Studies for Social Justice (Becoming a Renegade). Fernando (Ferran) Rodríguez-Valls is a professor of secondary education and coordinator of the Bilingual Authorization Program at California State University, Fullerton.