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Toward Racially-Just Multilingual Classroom Pedagogy: Transforming Learning Centers for the K-5 Classroom

Toward Racially-Just Multilingual Classroom Pedagogy: Transforming Learning Centers for the K-5 Classroom
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Author(s): Alexa Yunes-Koch (University of Nebraska, Lincoln, USA), Kara Mitchell Viesca (University of Nebraska, Lincoln, USA) and Claudia Yunes (YES Consulting, USA)
Copyright: 2022
Pages: 24
Source title: TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy
Source Author(s)/Editor(s): Jenifer Crawford (University of Southern California, USA) and Robert A. Filback (University of Southern California, USA)
DOI: 10.4018/978-1-7998-8093-6.ch006

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Abstract

Creating equitable multilingual classrooms grounded in explicitly anti-racist teaching practices requires transformation of practice preceded by transformation of thinking. Classroom learning centers can provide the context for truly transformational, anti-racist teaching, but equitable implementation requires a deliberately humanizing approach toward teaching multilingual learners. The chapter outlines the process of operationalizing learning centers in such a way, through pedagogy grounded in the enduring principles of learning and critical sociocultural theory. Based on over 50 years of teaching across five countries and conducting international research in the field of multilingual education, the authors provide research-based, practical steps for learning center design and implementation. Educators will gain a practical pathway for implementation, as well as a model for the self-reflective work that is essential for any meaningful transformation toward racially just classrooms.

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