IRMA-International.org: Creator of Knowledge
Information Resources Management Association
Advancing the Concepts & Practices of Information Resources Management in Modern Organizations

Multilingual Youth Perspectives on Humanizing Core Practices

Multilingual Youth Perspectives on Humanizing Core Practices
View Sample PDF
Author(s): Daisy E. Fredricks (Grand Valley State University, USA) and Megan Madigan Peercy (University of Maryland, USA)
Copyright: 2020
Pages: 22
Source title: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
Source Author(s)/Editor(s): Lourdes Cardozo-Gaibisso (Universidad ORT Uruguay, Uruguay) and Max Vazquez Dominguez (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-3448-9.ch006

Purchase

View Multilingual Youth Perspectives on Humanizing Core Practices on the publisher's website for pricing and purchasing information.

Abstract

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

Related Content

Esther S. Gross, Jenifer A. Crawford. © 2022. 22 pages.
Nancy Kwang Johnson, L. Erika Saito. © 2022. 23 pages.
Ekaterina Moore, Kimberly Ferrario. © 2022. 19 pages.
Emmy J. Min. © 2022. 22 pages.
Laura Loder Buechel. © 2022. 23 pages.
Alexa Yunes-Koch, Kara Mitchell Viesca, Claudia Yunes. © 2022. 24 pages.
Dawn Janke. © 2022. 26 pages.
Body Bottom