Improving Education For Multilingual And English Learner .
Improving Education forMultilingual and EnglishLearner StudentsRESEARCH TO PRACTICECalifornia Department of EducationSacramento 2020
CHAPTER2Francesca LópezMaharaj DesaiAllysonTintiangco-CubalesAsset-Based Pedagogy:Student, Family, and CommunityEngagement for the Academicand Social–Emotional Learningof Multilingual StudentsStudents’ families and communities are very important. I make sure tointegrate knowledge about students’ lives in my class because they need tosee themselves in the curriculum. It affrms their identity. It makes schoolrelevant. It encourages their sense of purpose.–Mr. González, seventh-grade social studies teacher, April 8, 2018Mr. González captures the essence of what asset-based pedagogy is andwhy it is important. Although known by various names (culturally relevantpedagogy, culturally responsive teaching, culturally sustaining pedagogy, fundsof knowledge, and many others), practices that affrm students’ cultural lives—both family and community—and incorporate this knowledge into the classroom,collectively deem students’ lived experiences as assets. Indeed, prioritizingassets and access are central and emphasized in all four principles of theCalifornia English Learner Roadmap: Strengthening Comprehensive EducationalPolicies, Programs, and Practices for English Learners (CA EL Roadmap):Principle One: Assets-Oriented and Needs-Responsive SchoolsPrinciple Two: Intellectual Quality of Instruction and Meaningful AccessPrinciple Three: System Conditions that Support EffectivenessPrinciple Four: Alignment and Articulation Within and Across Systems63
Chapter 2: Asset-Based PedagogyThis chapter is directly situated in Principle One: Assets-Oriented and NeedsResponsive Schools (located on the California Department of Education [CDE]EL Roadmap Principle One web page at https://www.cde.ca.gov/sp/el/er/ch2.asp#link1), which acknowledges that by affirming students’ lives, asset-basedpedagogy promotes social–emotional development, as well as academiclearning and ethnic identities, across the content areas and grade levels.Assets-oriented schools view language and culture as assets (EL RoadmapElement 1.A), are responsive to the varying characteristics and experiences ofmultilingual students (EL Roadmap Element 1.B), are affirming (EL RoadmapElement 1.C), value community and family partnerships (EL Roadmap Element1.D), and use collaborative, evidence-based practices for inclusiveness (ELRoadmap Element 1.E). To enact asset-based pedagogy, educators requiremuch more than a set of practices to engage in. Assets-oriented educatorshave developed a critical consciousness: knowledge and awareness thatresist simple explanations for things like achievement disparities (e.g., “if onlystudents were more motivated, they could achieve”) and replace them with anunderstanding of the systemic inequities that shape the lives of historically,racially, and culturally marginalized youth.Critical consciousness involves deep understanding of the historic andsystemic inequities that shape the lives of racially, ethnically, linguistically,Improving Education for Multilingual and English Learner Students: Research to Practiceand culturally marginalized youth; the types of knowledge and languagethat are considered valid in school; and how much of the curricula in schoolsserves to replicate the power structure in society. It calls for educators tochallenge simple explanations for things like achievement disparities andinstead adopt more complex explanations that reflect societal inequities. Putsimply, critical consciousness requires educators to persistently questionwhy things are the way they are and to examine how oppression, racism,and other “systems” that perpetuate inequities have influenced the waythey see themselves, their world, their students, their students’ families,and their students’ communities. In other words, it is the development ofa deep awareness and critique of the historical roots and contemporarysocial dynamics that sustain the marginalization of most ML students.64
Chapter 2: Asset-Based PedagogyFor ML students who are members of marginalized groups, criticalconsciousness includes an understanding of the root causes of societaldefcit perceptions of their linguistic trajectory. It involves asking the question:Why is bilingualism and multilingualism celebrated for other students butnot these students? Critical consciousness is not merely a suggestion forimproved teaching and student outcomes. As expressly stated in the TheSuperintendent’s Quality Professional Learning Standards, it is an essential partof being an effective educator, that requires ongoing development:In order to help every student meet new and more rigorous performanceexpectations, educators must understand the challenges and opportunitieseach student faces in achieving them. When educators have access to qualityprofessional learning, they gain new knowledge and skills to extend theirown experiences related to different equity perspectives, including race,gender, language, sexual orientation, religion, special abilities and needs, andsocioeconomic status, on learning. Quality professional learning supportseducators in examining their personal attitudes and biases and understandingtheir roles in creating equitable student learning and performance outcomes.–California Department of Education 2014, 13educational imperative for multilingual students and, in doing so, providesthe background support for CA EL Roadmap Principle One. The chapterbegins with a discussion on evidence showing how asset-based pedagogypromotes the social–emotional and academic development of ML students.It then discusses the tenets of asset-based pedagogy, which include criticalconsciousness and empathy, why asset-based pedagogy is important, andhow teachers can develop this essential knowledge to engage in asset-basedpractices. The chapter then examines the associated problems of practice andspecifc pedagogical needs that educators of ML students often encounter. Itthen turns to a description of multiple examples, tools, and resources that havebeen successful for engaging multilingual students, families, and communities65Improving Education for Multilingual and English Learner Students: Research to PracticeThis chapter provides an overview of why asset-based pedagogy is an
Chapter 2: Asset-Based Pedagogythroughout California. Some of these include language-centered courses andcurriculum; ethnic studies courses; youth participatory action research; andoral history, migration story, and personal story projects.Some of the ideas and content in this chapter may be challenging for somereaders to process at frst pass. In part, this is because the kind of knowledgethat leverages the assets of marginalized communities has often been leftout of teacher preparation programs, though there certainly is a focus on thisarea in teacher preparation programs in California (López and Santibañez2018). The work of developing critical consciousness is challenging andoften leads to uncomfortable realizations about one’s own biases, privileges,and complicity in systems and ideas they would not consciously choose toreinforce. Similarly, efforts to face sociopolitical challenges like systemicracism or implicit bias can lead to defensiveness in one’s self, one’scolleagues, one’s students, and one’s students’ families.These are not, however, reasons to avoid this important work. As the CaliforniaEL Roadmap makes clear, it is a goal throughout the state that all studentssee themselves as having inherent value and potential as individuals andbelieve in their capacity to effect positive change in the world around them.A frst step in accomplishing that goal is accepting the reality that manystudents have not received this message before. For students to believe inImproving Education for Multilingual and English Learner Students: Research to Practicetheir own worth and potential, their teachersmust believe and radiate these ideas, aswell. To do so, successful educators developthe skills and mindsets discussed in thischapter. Mastering these skills and ideas isnot easy or quick work, just as developingpedagogical mastery in a content area doesnot happen overnight. Patience, humility,and the willingness to grow are critical toolsfor educators who wish to develop theirexpertise in the ideas presented here.66Take a moment to reflect onyour own privileges, biases,and complicity in systems andideas you would not consciouslychoose to reinforce. What“uncomfortable realizations”come to mind?
Chapter 2: Asset-Based PedagogyWho Are California’s Multilingual Learner Students?As discussed in chapter 1 of this book, California’s population of multilinguallearners is large and diverse. Indeed, there is substantial heterogeneity withinmultilingual communities that may speak the same non-English language. Forexample, although Spanish is spoken by the largest population of ML studentsin California, there is great diversity within the ethnicities, cultures, customs,communities, and experiences of these children and youth. In addition toextensive heterogeneity among multilingual students, the vast majority ofteachers do not share the cultural, ethnic, or linguistic backgrounds of theirstudents and may not have received the kind of training that would providethem with the knowledge needed to best prepare for multilingual contexts(Faltis and Valdés 2016). This is in part an artifact of reform efforts that havelargely reduced the requirements for teacher preparation, as well as policiesthat fail to consider the unique needs and strengths of multilingual students(López and Santibañez 2018). In their research, López and Santibañez(2018) found that even in states where standards for teacher preparation arerigorous, educators often struggle with knowing how best to serve studentswho are newcomers to the United States, who come from households whereEnglish is not the primary language, or whose lived experiences differ fromtheir own. Given that schools and districts throughout the state are becomingmore and more diverse and have growing populations of new immigrants, asthat teachers have the essential knowledge and skills to address ML students’needs is urgent.67Improving Education for Multilingual and English Learner Students: Research to Practicewell as students whose parents or grandparents were immigrants, ensuring
Chapter 2: Asset-Based PedagogyWhat Is Asset-Based Pedagogy and Why Is It Needed?Asset-Based PedagogyAsset-based pedagogy (which includes culturally and linguistically sustainingpedagogy) seeks to address and redress the inequities and injustices in schoolsystems that harm culturally and linguistically diverse (CLD) students, especiallythose who are ethnically diverse and people of color. It teaches to and throughthe strengths of CLD students and is therefore validating and affrming. It recognizes and uses in daily classroom practice the cultural andlinguistic knowledge, home and community experiences, frames ofreference and worldviews, and learning styles of CLD students to makelearning more relevant to and effective for them. It integrates the history and culture of students into the curriculum inall disciplines, providing accurate and positive depictions and counternarratives to damaging and pervasive negative stereotypes. It promotes CLD students’ healthy perceptions of their cultural andlinguistic identity, along with a sense of inclusion and belonging in school. It supports students in sustaining their cultural and linguistic identityImproving Education for Multilingual and English Learner Students: Research to Practicewhile they simultaneously develop advanced academic profciency andcritical awareness of the codes of power in school and beyond. It is focused on issues of social justice for all marginalized and oppressedpeople. It empowers students by supporting their development ofpersonal effcacy and cultural pride.Source: California Practitioners’ Guide for Educating English Learners withDisabilities 2019, 58–591Educators often enter the feld of education to make a positive differencein the lives of children and youth, but the task of engaging with increasinglydiverse families, communities, and students may feel daunting. Educatorsmay feel underequipped with knowledge, skills, strategies, and practices68
Chapter 2: Asset-Based Pedagogythat are responsive to diverse students and their families. Even with thebest of intentions, conscious and unconscious biases can inhibit educators’engagement with multilingual families and communities in ways that do notinform and reflect asset-based pedagogy.As summarized in figure 2.1, research evidence (see, for example, López 2017)has contributed to our understanding that asset-based pedagogy requiresunique knowledge (critical consciousness) to mitigate biases that can bedetrimental to teachers’ expectations. Teacher knowledge and beliefs, in turn,inform their behaviors, which are internalized by students in ways that affecttheir ethnic identities and beliefs about their own abilities (one of many social–emotional learning outcomes viewed as integral to a whole child approach bythe State of California2). These student beliefs have been shown to be robustpredictors of their achievement outcomes (López 2010; López 2017). In otherwords, critical consciousness promotes high teacher expectations and assetbased behaviors. These behaviors, in turn, predict enhanced student identitiesand beliefs that promote school achievement. This body of evidence supportswhy asset-based pedagogy is of the utmost importance to marginalized youth.Asset-Based PedagogySource: López 2017Long description of figure 2.1The following example uses student artifacts to illustrate how asset-basedpedagogy may manifest itself.69Improving Education for Multilingual and English Learner Students: Research to PracticeFigure 2.1
Chapter 2: Asset-Based PedagogyVIGNETTEVIGNETTE2.12.1An Example of Asset-Based Pedagogyin the Elementary GradesNorma González has been an educator for over 25 years. She wouldroutinely begin the school year by asking her primary grade students todraw a self-portrait (a typical example is shown in fig. 2.2). At first glance,many might not see anything remarkable about the drawing. However,while developmentally appropriate, the student who drew the self-portraitis of Mexican descent with dark brown eyes, dark brown hair, and brownskin. Ms. González routinely saw children drawing images that did not alignwith their appearance during this activity and would ask them why theydrew themselves in this manner. Consistently, the response was somethinglike: “I want to be beautiful. Blue eyes and yellow hair are beautiful.” At sucha young age, her Latinx students had internalized societal messages—asall people do—and very much wanted to fit into the standard of what isconsidered beautiful in society. Luckily for these students, Ms. González isan expert practitioner in asset-based pedagogy. She developed activitiesthat engaged students’ identities such that by the end of the year, theydrew images like the one on the right in figure 2.2. The self-portraits bystudents in Norma González’s classroom are from before and after sheImproving Education for Multilingual and English Learner Students: Research to Practicehas had the opportunity to engage in asset-based pedagogy that affirmedstudents’ lived familial, cultural, and community experiences.Figure 2.2Self-portraits by students in Norma González’s classroomLong description of figure 2.270
Chapter 2: Asset-Based PedagogyEveryone receives messages about societal ideals through media, film, books,toys, and so on. The reasons marginalized youth must be provided with assetbased pedagogy—even at such a young age—are not limited to the beautystandards that are all around us. Every day, marginalized students are inundatedwith deficit views about their language(s), cultural values, and ways of being. TheUS Department of Education refers to children in school who are still developingproficiency in English as “English learner (EL) students” which focuses onlearning English rather than on what they really are: bilingual and ML students.The difference in terminology enhances the focus on their language assets.Moreover, ML students are often missing not only from the curriculum, but alsofrom materials we urge parents to use to have children “ready for school,” suchas picture books (see fig. 2.3). The lack of representation in curricular and othereducational materials often translates into the requirement that teachers enhancematerials so that their students see themselves and feel valued in the curriculum.Diversity in Children’s BooksSource: Huyck and Dahlen 2019Long description of figure 2.371Improving Education for Multilingual and English Learner Students: Research to PracticeFigure 2.3
Chapter 2: Asset-Based PedagogySocially transmitted messages from curricular materials and educatorbehaviors inform identity (Valenzuela 1999) and prompt students to ask: Whoam I? Where do I belong? What is possible for me? When multilingual childrenand youth consistently receive messages that omit them or refect defcitviews about them, they may feel excluded from school learning and believethat their potential is limited by who they are. Asset-based pedagogy activatesteachers’ power to disrupt and counteract these negative societal messagesand have a positive impact on students and student outcomes. Specifcally,asset-based pedagogy includes the following overarching practices, whichare discussed in the next section:1. Social–Emotional Learning: Prioritize social–emotional learningoutcomes for whole child success2. Critically Conscious Empathy: Develop a critical consciousness thatframes empathy for ML students as a way to challenge cultural defcitthinking3. Community Responsiveness: Enact community responsiveness with afocus on centralizing students’ contextSocial–Emotional LearningAs depicted in fgure 2.1, extant research has contributed to ourImproving Education for Multilingual and English Learner Students: Research to Practiceunderstanding that teachers who develop a critical consciousness are morelikely to engage in asset-based pedagogy that infuences students’ identitiesand outcomes (López 2017). Some of these identities and outcomes areconsidered facets of social–emotional learning (SEL) that collectively refers toknowledge, attitudes, and skills about the self and others, which are importantprecursors to academic outcomes (Grant et al. 2017). Some key SEL outcomesand student attributes are summarized in fgure 2.4, recognizing that thereare numerous conceptualizations of SEL with tremendous overlap among thedifferent nomenclature used.72
Chapter 2: Asset-Based PedagogyFigure 2.4Social–Emotional Learning Outcomes andStudent AttributesSEL OutcomesStudent AttributesRelationshipsCommunication, cooperation, empathyEmotional self-regulationStress management, impulse control,positive behaviorIntrinsic motivationInitiative, persistence, self-directionSelf-conceptKnowing one’s own strengths andlimitations, believing in one’s ownability to succeed, believing thatcompetence grows with effortCritical thinkingProblem-solving skills, metacognitiveskills, reasoning, and judgment skillsSource: California Practitioners’ Guide for Educating English Learners withDisabilities 2019, 53–543Asset-based practices align with California SEL guiding principles of wholechild development, equity, and partnering with families and communities.through asset-based practices. Although often presented as important dueto their role in predicting achievement, SEL outcomes are important in andof themselves because they reflect a focus on the whole child. Schools cannurture a whole child approach by using two CDE resources: California’sSocial and Emotional Learning (SEL) Guiding Principles available at https://www.cde.ca.gov/sp/el/er/ch2.asp#link2 and CDE
multilingual communities that may speak the same non-English language. For example, although Spanish is spoken by the largest population of ML students in California, there is great diversity within the ethnicities, cultures, customs, communities, an
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Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
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multilingual and multimodal resources. Then, we propose a multilingual and multimodal approach to study L2 composing process in the Chinese context, using both historical and practice-based approaches. 2 L2 writing as a situated multilingual and multimodal practice In writing studies, scho
