{"product_id":"teaching-emergent-bilingual-students-with-dis-abilities-humanizing-pedagogies-to-engage-learners-and-eliminate-labels-paperback-softback-9780807768105","title":"Teaching Emergent Bilingual Students with Dis\/Abilities; Humanizing Pedagogies to Engage Learners and Eliminate Labels (Paperback \/ softback) 9780807768105","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eTeaching Emergent Bilingual Students with Dis\/Abilities\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eHumanizing Pedagogies to Engage Learners and Eliminate Labels\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003ePatricia Martinez-Álvarez (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780807768105\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 24 March 2023\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e240 pages\u003cbr\u003e22.3 x 16 x 2 cm, 0.272 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities. While the fields of bilingual education and disability studies have been traditionally kept separate, Martínez-Álvarez argues that many of the constructs researchers and educators employ in their respective fields can be combined to improve instruction. This book establishes a dialogue among important constructs such as issues of assimilation and ableism, and the expansion of identity, agency, and humanistic pedagogies. It then looks at how these constructs can be used to better understand children who have been assigned inflexible labels that do not cohesively represent their bilingual\/bicultural identities and their varied ways of learning. The text explores the limitations of categorizing children into \"boxes,\" particularly those of minoritized backgrounds, and focuses on actual practices that will engage and empower learners.\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eBook Features:\u003c\/strong\u003e\u003c\/p\u003e\n\u003cul\u003e   \u003cli\u003eCombines the fields of bilingual education and disability studies so that bilingual students with disabilities can be understood and taught from a strengths-based perspective.\u003c\/li\u003e   \u003cli\u003eIncludes activity invitations to help teachers create high-quality learning spaces.\u003c\/li\u003e   \u003cli\u003eProvides sample work from diverse elementary school–aged children, as well as children's responses to the learning activity. \u003c\/li\u003e   \u003cli\u003eProposes curriculum to expand what identity and agency look like in schools embracing more humanistic pedagogies.\u003c\/li\u003e\n\u003c\/ul\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cstrong\u003eContents\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003ePreface  ix\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eList of Abbreviations  xv\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments  xvii\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e1.  Tensions Surrounding the Education of Bilingual Children With a Disability  1\u003c\/strong\u003e\u003cbr\u003e Cultural Historical Tensions in Teaching and Learning With Bilingual Children  3\u003cbr\u003eIssues of Disability Identification Disproportionality and Consequences of Labels  4\u003cbr\u003eLack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts  6\u003cbr\u003eLack of Inclusive Approaches for Bilingual Education  8\u003cbr\u003eBilingual Education: A Space Inclusive of Children With a Disability  10\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e2.  Assumptions and Theories in the Varied Ways of Knowing Project  13\u003c\/strong\u003e\u003cbr\u003e Assumptions Grounding the Varied Ways of Knowing Project  15\u003cbr\u003eTheoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space  15\u003cbr\u003eThe Varied Ways of Knowing Project  22\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e3.  Documenting the Varied Ways of Knowing Project  25\u003c\/strong\u003e\u003cbr\u003e The Role of the Institution of Higher Education  26\u003cbr\u003eThe Varied Ways of Knowing School Context  26\u003cbr\u003eVaried Ways of Knowing Project: Children and Teacher Candidates  27\u003cbr\u003eDocumenting Learning With Bilingual Children With and Without a Disability  28\u003cbr\u003eExploring the Work of the Children and the Teacher Candidates  29\u003cbr\u003eReflecting on Roles When Working in Bilingual Contexts  30\u003cbr\u003eRelevant Questions and Organization of the Chapters  31\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e4.  The Issue of Ableism in Bilingual and Bicultural Education  35\u003c\/strong\u003e\u003cbr\u003e Metaphors Driving Bilingual Teachers to Enact Ableist Practices  37\u003cbr\u003eThe Learning Identities of Bilingual Children With a Disability  40\u003cbr\u003eConclusion  51\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e5.  Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points  53\u003c\/strong\u003e\u003cbr\u003e Parallel Processes of Assimilation: Being Bilingual and Having a Disability  53\u003cbr\u003eAssimilationist Processes Impacting Children of Immigrant Background  54\u003cbr\u003eAssimilationist Processes Impacting Children Labeled With a Disability  55\u003cbr\u003eInterrupting Processes of Assimilation  57\u003cbr\u003eChildren's Experience: Expansive Views Crossing Identities and Cultures  58\u003cbr\u003eA Contrasting Experience: Susana's Agency and Learning Identity  68\u003cbr\u003eA Turning Point: \"(Susana) Is a Very Strong Girl for Sharing That With All of Us\"  73\u003cbr\u003eConclusion  76\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e6.  Humanistic Perspectives in Inclusive Bilingual Education  79\u003c\/strong\u003e\u003cbr\u003e The Significance of Humanistic Perspectives With Bilingual Children With a Disability  79\u003cbr\u003eThe Capas y Escudos (Capes and Shields) Project  85\u003cbr\u003ePlayful Spaces as Tools for Humanizing Pedagogies  85\u003cbr\u003eConclusion  96\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e7.  Exploring Disability With Bilingual Children  98\u003c\/strong\u003e\u003cbr\u003e Identity and Disability  99\u003cbr\u003eBilingual and Bicultural Identity  100\u003cbr\u003eMultiple Identities and Bilingual Children With a Disability  101\u003cbr\u003eTeaching About Disability and the Disability Rights Movement  103\u003cbr\u003eLearning and Disability Identity Through a CHAT and DSE Lens  104\u003cbr\u003eExploring the Disability Civil Rights Movement and the Rights of People With a Disability  106\u003cbr\u003eAgency and Collective Learning While Exploring Disability  106\u003cbr\u003eConclusion  122\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e8.  Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space  126\u003c\/strong\u003e\u003cbr\u003e Science Education and Emergent Bilinguals  127\u003cbr\u003eScience Education and Children With a Disability  129\u003cbr\u003eExploring Science With Bilingual Children With and Without a Disability  130\u003cbr\u003eThe Relevant Contexts for Science and Landforms Unit  131\u003cbr\u003eLearning at the Boundary of Knowledges, Disciplines, and Formal\/Less Formal Spaces  132\u003cbr\u003eConclusion  145\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e9.  Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts  148\u003c\/strong\u003e\u003cbr\u003e The Importance of Mediators When Teaching Children With a Disability  150\u003cbr\u003eThe Importance of Mediators When Teaching Bilingual Children  152\u003cbr\u003eMediating Science Content Learning With Bilingual Children With a Disability  153\u003cbr\u003eThe Earthquakes, Plate Tectonics, and the Ring of Fire Unit  154\u003cbr\u003eArtifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts  155\u003cbr\u003eChildren's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges  156\u003cbr\u003eLanguage as an Artifact: Tensions Addressing Content Learning and Language Learning  166\u003cbr\u003eConclusion  172\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003e10.  The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability  175\u003c\/strong\u003e\u003cbr\u003e Ableist Practices in Bilingual Education and Implications  177\u003cbr\u003eHistorical Assimilationist Practices and Implications for Bilingual Education  179\u003cbr\u003eHumanistic Perspectives for Inclusive Bilingual Education  180\u003cbr\u003eLearning About Disability With Bilingual Children  185\u003cbr\u003eA Hybrid Space for Science Learning In-Between Boundaries  186\u003cbr\u003eConclusion  189\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eEpilogue  191\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eReferences  193\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eIndex  213\u003c\/strong\u003e\u003c\/p\u003e\n\u003cp\u003e\u003cstrong\u003eAbout the Author  222\u003c\/strong\u003e\u003cbr\u003e \u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003c\/font\u003e","brand":"Teachers College Press","offers":[{"title":"Brand 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