Utilizing Community Cultural Wealth to Learn with Diverse Language Communities

Autor/inn/en	Zoch, Melody; He, Ye
Titel	Utilizing Community Cultural Wealth to Learn with Diverse Language Communities
Quelle	In: Teacher Educator, 55 (2020) 2, S.148-164 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
DOI	10.1080/08878730.2019.1609639
Schlagwörter	Cultural Background; English (Second Language); Second Language Learning; Teaching Methods; Literacy Education; Methods Courses; Preservice Teachers; Guidelines; School Community Relationship; Native Language; Cultural Awareness; Video Technology; Course Descriptions; Family Involvement; Lesson Plans; Assignments; Second Language Instruction; Student Attitudes; Elementary School Students; After School Programs; Tutoring; Teacher Education Programs + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Methodisch-didaktische Anleitung; Richtlinien; Cultural identity; Kulturelle Identität; Kursstrukturplan; Lesson planning; Unterrichtsplanung; Assignment; Auftrag; Zuweisung; Fremdsprachenunterricht; Schülerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Förderkonzept; Nachhilfeunterricht
Abstract	How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers' understanding of and experiences with diverse language communities. Tara Yosso's Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers' teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students' communities, learning their students' language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01