Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010334042 | LC3621 A78 2013 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students' language and academic development, the book analyzes model arts projects to raise questions about "best practices" for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds. A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content). Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning. Taking a stance about language and culture in English learners' lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.
Author Notes
Sharon Verner Chappell is Assistant Professor, Department of Elementary & Bilingual Education, California State University, Fullerton, USA.
Chris Faltis is Dolly and David Fiddyment Professor of Education and Director of Teacher Education, School of Education, University of California, Davis, USA.
Reviews 1
Choice Review
Arguing for the vital role of the arts in the academic development of bilingual youth, Chappell (California State Univ., Fullerton) and Faltis (Univ. of California, Davis) make the link between second language acquisition theory and arts education. Using the lens of critical pedagogy, the authors showcase school-based vignettes in each chapter. The heart of the book is the suggestion that bilingual children be provided with the opportunity to tell their own stories through traditional and technological media. Artists' projects and statements are thoughtfully described and supported by useful photographs. The authors make explicit connections between arts-based teaching and culturally and linguistically responsive pedagogy. Through an asset-based, responsive community perspective, they show how schools often perpetuate the very problems they seek to remedy. Advocates of bilingual education, the authors make a compelling case for native language use and maintenance for English-language learners. Readers seeking to understand the academic achievement gap will appreciate the original perspective presented but may find some of the language tedious. In light of the recent adoption of the common core standards in most states, this book represents an important perspective and provides strategies for engaging bilingual youth in rigorous and evidence-based reflection centered on the arts. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections. A. Anderberg Eastern Connecticut State University
