Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant groups can be used as centre points for classroom learning.
Drawing on sociocultural theories of learning, this book examines how the everyday language practices and cultural funds of knowledge of youth from non-dominant groups can be used as centre points for classroom learning.
Inmaculada M. García-Sánchez is Associate Professor of Anthropology at Temple University, USA.. Marjorie Faulstich Orellana is Professor of Urban Schooling in the Graduate School of Education and Information Studies at University of California, Los Angeles, USA.
Inhaltsangabe
Introduction to the Volume -- Everyday Learning: Centering in Schools the Language and Cultural Practices of Young People from Non-Dominant Backgrounds Inmaculada Ma García-Sánchez and Marjorie Faulstich Orellana Chapter 1-- Learning by Observing and Pitching In: Implications for the Classroom Maricela Correa-Chávez and Angélica López-Fraire Chapter 2 -- Seeing Together: The Ecological Knowledge of Indigenous Families in Chicago Urban Forest Walks Ananda M. Marin Chapter 3 -- Building on Students Cultural Practices in STEM Tia Madkins and Näilah Nasir Chapter 4 -- "They Think Detroit is Just Litter": Youth Challenging Environmental Injustice Through Participatory Research and Civic Engagement Enid Rosario-Ramos and Jenny Sawada Chapter 5 -- Leveling the Politicized Experiences of Children from Mixed Status Families: Connections to Civic Education in Elementary Schools Sarah Gallo, Holly Link, and Jessica Somerville Chapter 6 -- Linking Church and School: Language and Literacy Practices of Bilingual Latinx Pentecostal Youth Lucila D. Ek Chapter 7 -- Figurative Language in Religious Community Contexts: Opportunities to Leverage and Expand Bilingual Youth s Linguistic Repertoires Mariana Pacheco and P. Zitlali Morales Chapter 8 -- Centering Shared Linguistic Heritage To Build Language And Literacy Resilience Among Immigrant Students Inmaculada Ma García-Sánchez Chapter 9 -- Finding a Way into Story Worlds: Youth Co-Narrations of Cross-Cultural Lives as Analogue for Academic Literary Talk Patricia Enciso Chapter 10 -- Where Everyday Translanguaging Meets Academic Writing: Exploring Tensions and Generative Connections for Bilingual Latina/o/x Students Ramón Martínez, Leah Durán, and Michiko Hikida Chapter 11 -- Immigrant Youth Reading Stories in Translation: Lessons for Literacy Instruction in School Jennifer F. Reynolds and Marjorie Faulstich Orellana Chapter 12 -- Exploring, Thinking and Learning about Languages and Literacies with Young People in Super-diverse Australian Classrooms Jacqueline D warte Chapter 13 -- Leveraging Youth Cultural Data Sets for Teacher Learning Danny Martinez, Elizabeth Montaño, and Javier Rojo Afterword Don t Believe the Hype: Reality Rules! Carol D. Lee
Introduction to the Volume -- Everyday Learning: Centering in Schools the Language and Cultural Practices of Young People from Non-Dominant Backgrounds Inmaculada Ma García-Sánchez and Marjorie Faulstich Orellana Chapter 1-- Learning by Observing and Pitching In: Implications for the Classroom Maricela Correa-Chávez and Angélica López-Fraire Chapter 2 -- Seeing Together: The Ecological Knowledge of Indigenous Families in Chicago Urban Forest Walks Ananda M. Marin Chapter 3 -- Building on Students Cultural Practices in STEM Tia Madkins and Näilah Nasir Chapter 4 -- "They Think Detroit is Just Litter": Youth Challenging Environmental Injustice Through Participatory Research and Civic Engagement Enid Rosario-Ramos and Jenny Sawada Chapter 5 -- Leveling the Politicized Experiences of Children from Mixed Status Families: Connections to Civic Education in Elementary Schools Sarah Gallo, Holly Link, and Jessica Somerville Chapter 6 -- Linking Church and School: Language and Literacy Practices of Bilingual Latinx Pentecostal Youth Lucila D. Ek Chapter 7 -- Figurative Language in Religious Community Contexts: Opportunities to Leverage and Expand Bilingual Youth s Linguistic Repertoires Mariana Pacheco and P. Zitlali Morales Chapter 8 -- Centering Shared Linguistic Heritage To Build Language And Literacy Resilience Among Immigrant Students Inmaculada Ma García-Sánchez Chapter 9 -- Finding a Way into Story Worlds: Youth Co-Narrations of Cross-Cultural Lives as Analogue for Academic Literary Talk Patricia Enciso Chapter 10 -- Where Everyday Translanguaging Meets Academic Writing: Exploring Tensions and Generative Connections for Bilingual Latina/o/x Students Ramón Martínez, Leah Durán, and Michiko Hikida Chapter 11 -- Immigrant Youth Reading Stories in Translation: Lessons for Literacy Instruction in School Jennifer F. Reynolds and Marjorie Faulstich Orellana Chapter 12 -- Exploring, Thinking and Learning about Languages and Literacies with Young People in Super-diverse Australian Classrooms Jacqueline D warte Chapter 13 -- Leveraging Youth Cultural Data Sets for Teacher Learning Danny Martinez, Elizabeth Montaño, and Javier Rojo Afterword Don t Believe the Hype: Reality Rules! Carol D. Lee
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