Empowering the Voices of Young Multilingual Learners in the ESL Classroom

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Author(s): Monica Baker (NYS TESOL, USA & Webutuck Central School District, USA)
Copyright: 2023
Pages: 19
Source title: Handbook of Research on Fostering Social Justice Through Intercultural and Multilingual Communication
Source Author(s)/Editor(s): Eleni Meletiadou (London Metropolitan University, UK)
DOI: 10.4018/978-1-6684-5083-3.ch018

Keywords: Curriculum Development and Instructional Design / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

The purpose of this chapter is to examine effective strategies for empowering multilingual students in elementary ESL classrooms. The chapter focuses on six classroom practices that elevate student voice. Multilingual learners participate in project-based learning, restorative circles and debate, reflect on their identity and issues of social justice, and publish their work. Through a framework of culturally responsive pedagogy, young multilingual learners engage in active learning experiences that elevate student voice and strengthen learner autonomy in conjunction with language acquisition. The author shares excerpts of her action research journal to capture authentic reflection and student feedback.

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Empowering the Voices of Young Multilingual Learners in the ESL Classroom

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