Leveraging Students' Communicative Repertoires as a Tool for Equitable Learning

Autor/inn/en	Martinez, Danny C.; Morales, P. Zitlali; Aldana, Ursula S.
Titel	Leveraging Students' Communicative Repertoires as a Tool for Equitable Learning
Quelle	In: Review of Research in Education, 41 (2017) 1, S.477-499 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-732X
Schlagwörter	Language Usage; Multilingualism; Interpersonal Communication; Classroom Communication; Literature Reviews; Concept Formation; Communicative Competence (Languages); Literacy; Language Research; Bilingual Education; Culturally Relevant Education; Sustainability; Discourse Analysis; Classroom Techniques; Teaching Methods + Suchen Sie Ihr Suchwort? Sprachgebrauch; Mehrsprachigkeit; Multilingualismus; Interpersonale Kommunikation; Klassengespräch; Concept learning; Begriffsbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachforschung; Bilingual teaching; Bilingualer Unterricht; Nachhaltigkeit; Diskursanalyse; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Leveraging is often described as the process of using the home and community languages of children and youth as a tool to access the "academic" or "standard" varieties of languages valued in schools. In this vein, researchers have called on practitioners to leverage the stigmatized language practices of children and youth in schools for their academic development. In this review, we interrogate the notion of leveraging commonly used by language and literacy scholars. We consider what gets leveraged, whose practices get leveraged, when leveraging occurs, and whether or not leveraging leads to robust and transformative learning experiences that sustain the cultural and linguistic practices of children and youth in our schools, particularly for students of color. We review scholarship steeped in Vygotskian-inspired research on learning, culturally relevant and culturally sustaining pedagogies, and bilingual education research that forefront the notion that the language practices of children and youth are useful for mediating learning and development. We conclude with a discussion of classroom discourse analysis methods that we believe can provide documentation of transformative learning experiences that uncovers and examines the linguistic resources of students in our twenty-first-century classrooms, and to gain a common language around notions of leveraging in the field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01