Verner, Sharon.
New York : Routledge, 2013.
Added to CLICnet on 04/09/2015

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Notes:

• Includes bibliographical references and index.
• Young writers program for migrant youth / Elizabeth Lewis.
• Introduction. Arts artifact one: NWCLB (no white child left behind) / Simón Candú — Arts artifact two: Buying time / Marilyn Dike Dunn — Vignette one: Through my lens: a child’s perspective / Elizabeth Renner — Knowing your students, becoming a culturally responsive teacher. Arts artifact three: Pinewood Estate Trailer Park / Melisa Cahnmann-Taylor — Vignette two: Documenting dreams: immigrant girls’ aspirations through shadow portraiture / Dafney Blanca Dabach — Building family-community-school partnerships. Arts artifact four: La noche / Louisa Castrodale and Luis Fausto — Vignette three: A matter party: celebrating science and deepening understanding / Shannon Burgert — Vignette four: The older sister: beyond ELL pronunciation to performance and purpose / Dorothy Abram — Vignette five: Making an edible school garden with multilingual children: engaging linguistic, cultural, and community resources / Saskia Stille — Playing with language, playing through the arts. Vignette six: Acted and enacted lives: language play, theatre, and language development at the border / Mary Carol Combs and J David Betts, Paul Fisher — Vignette seven: Journey: identity and language development through the arts / Jessica Mele and Karena Salmond — Arts artifact five: Separated families / Simón Candú — Living stories, telling stories. Vignette eight: Conceptual translations from English language learners’ indigenous storytelling / Eva Rose B. Washburn-Repollo — Vignette nine: Working with Korean newcomer immigrant adolescents in community art / Joo Ae Kim — Vignette ten̈ Y el caballito de mar, donde vive? exploring science and literacy through bilingual storytelling and shadow puppetry with Head Start children / Daphnie Sicre — Responding critically to literature. Vignette eleven: Migrant students vignette their lives: languages and cultures cross the fields into the classrooms / Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego — Vignette twelve: Young writ
• 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. — Publisher’s description.
• Young writers program for migrant youth / Elizabeth Lewis.

Subjects:

• Education, Bilingual — United States.
• Arts — Study and teaching — United States.
• Multicultural education — United States.

Requested by Lensmire, A