Ashley Taylor Jaffee, James Madison University
Historical Building Analysis as a Tool to Provide Multiple Means of Accessing and Demonstrating Knowledge for Bilingual Learners with Disabilities in the Social Studies Classroom
Building on prior work that developed heuristics for historical building analysis (HBA), theorized literacy connections HBA supports, and drawing upon English Language Learners' bilingual/bicultural funds of knowledge, this article moves HBA from theory-to-practice. Herein we describe the processes pre-service teachers engaged in using HBA with bilingual students with language-based disabilities.
Christine Baron, Teachers College, Columbia University; Patricia Martinez-Alvarez, Teachers College, Columbia University
TRANSLANGUAGING TOWARDS JUSTICE: BILINGUALISM AS A CIVIC TOOL
In order to explore the relationship between language practice and civic learning/action, this paper shares three cases of social studies in bilingual contexts from the US, Mexico, and Peru. Through these examples, I argue that translanguaging must be an explicit part of social studies practice if bilingual and bicultural students are to become justice-oriented citizens.
Melissa Gibson, Marquette University College of Education
Transnational Civic Education in a Dual Language Setting: An Intersectional Citizenship Approach
Approaching the concept of belonging and community from an intersectional citizenship perspective can encourage the development of hybrid and fluid identities in young elementary students in dual language immersion programs. Findings illustrate how students understood the complexity of their identities and the teacher encouraged this process through culturally sustaining pedagogy.
Marialuisa Di Stefano, Utah State University; Steven Camicia, Utah State University
Lo construimos de nuevo: Bilingual elementary teachers rethinking el movimiento through critical historical inquiry