Creating Inclusive Learning Communities through English Language Arts: From Chanclas to Canicas

María E. Fránquiz · María de la Luz Reyes

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Offers examples of exemplary classroom practice to address the issue of whether English language arts teachers can teach effectively if they are not fluent in the languages students speak. Discusses acts of inclusion (such as raising language status, and having flexible language boundaries), codeswitching as a resource, language choice and metalinguistic awareness, and learning in the “transformational space.”

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