Learning from Emergent Bilingual Latinx Learners in K-12

Pablo C. Ramirez is Assistant Professor of Education, Arizona State University, USA.

In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs.

PART I: Critical Bilingual Teaching 1. Critical Teacher Education: A Multi-Lens Framework for Transformation Pablo C. Ramírez, Christian J. Faltis, & Ester J. de Jong 2. Teacher Education and Latino Emergent Bilinguals: Knowledge, Dispositions, and Skills for Critically Conscious Pedagogy Cristina Alfaro, Karen Cadiero-Kaplan, & Alberto M. Ochoa 3. Exacerbating Inequities for Bilingual Teachers and Students Through the Enactment of the CCSS Kathy Escamilla, Susan Hopewell, & Sandra A. Butvilofsky 4. Conciencia con Compromiso: This Bridge Called My Classroom Linda Prieto PART II: Critical Conscious Teaching 5. The Preparation of Latin@ Teachers: A LatCrit Analysis of the Role of University Centers and Latin@ Teacher Development Magaly Lavandez and Anaida Colon Muniz 6. Humanization through Presence, Proximity and Problematizing Latina/o ELLs in Teacher Education Reynaldo Reyes 7. In search of the civic histories, identities, and experiences of Latina/o immigrant students Maria Franquiz and Cinthia S. Salinas PART III: Critical Bi/Multicultural Teaching 8. A Translanguaging Mathematical Space: Latina/o Teenagers using their Linguistic Repertoire Armando Garza 9. Yasmín¿s Journey: Bilingual, Biliterate, Below Grade Level Jaclyn Hernandez 10. Exploring Computer Science for Bi/Multilingual Learners: A Case Study Using Ancestral Knowledge Systems as Border Pedagogy in an East Los Angeles High School Classroom Cueponcaxochitl D. Moreno Sandoval