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Multilingual Youth Perspectives on Humanizing Core Practices
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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
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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.
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