Humanizing Pedagogies with Multilingual Learners
Language: English
Published by Taylor and Francis Ltd, GB, 2025
- Softcover
- New
Seller: Rarewaves USA, HEBRON, KY, U.S.A.Rarewaves USA
AbeBooks seller since June 10, 2025
Condition: New
£ 34.34
Quantity: Over 20 available
Add to basketItem description from seller
Help ensure your multilingual students have access to equitable, humanizing teaching and learning in all the content areas. This comprehensive resource bridges theory into practice with applicable, easy-to-understand instructional methods for K-12 teachers who may not have a background in TESOL, ESL, or bilingual education. Each chapter uses a three-part learning cycle to help you translate theory into practice: Explore, Make It Work, and Share. In Explore, the authors provide research, ideas, and resources to support your work with multilingual students. In Make It Work, you are given options to take the ideas from Explore and apply them to your practice. And in Share, you're encouraged to think about the ways to share your knowledge in informal or formal professional learning spaces. As you work through the learning cycle for each module, you'll gain important takeaways on topics such as the larger social context, a positive orientation to your students, humanizing assessments, grouping students, uncovering and addressing language demand, developing conceptual understandings, developing literacy, and fostering authentic talk. The book's hands-on approach to pedagogy will leave you feeling ready and empowered to reach each of your multilingual students more effectively as you strive for equity and justice in the classroom and beyond. …
Seller Inventory # LU-9781032670188
- Title
- Humanizing Pedagogies with Multilingual Learners
- Author
- Kara Mitchell Viesca, Nancy L. Commins
- Publisher
- Taylor and Francis Ltd, GB
- Publication year
- 2025
- Condition
- New
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1032670185
- ISBN 13
- 9781032670188
- Item weight
- 490 grams
Help ensure your multilingual students have access to equitable, humanizing teaching and learning in all the content areas. This comprehensive resource bridges theory into practice with applicable, easy-to-understand instructional methods for K-12 teachers who may not have a background in TESOL, ESL, or bilingual education.
Each chapter uses a three-part learning cycle to help you translate theory into practice: Explore, Make It Work, and Share. In Explore, the authors provide research, ideas, and resources to support your work with multilingual students. In Make It Work, you are given options to take the ideas from Explore and apply them to your practice. And in Share, you’re encouraged to think about the ways to share your knowledge in informal or formal professional learning spaces. As you work through the learning cycle for each module, you’ll gain important takeaways on topics such as the larger social context, a positive orientation to your students, humanizing assessments, grouping students, uncovering and addressing language demand, developing conceptual understandings, developing literacy, and fostering authentic talk.
The book’s hands-on approach to pedagogy will leave you feeling ready and empowered to reach each of your multilingual students more effectively as you strive for equity and justice in the classroom and beyond.
"Synopsis" may belong to another edition of this title.
About the Author
Kara Mitchell Viesca, Professor of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln, focuses her scholarship on advancing equity in the policy and practice of educator development, particularly for teachers of multilingual learners.
Nancy L. Commins, Clinical Professor Emerita at the University of Colorado Denver, has focused her decades of teaching, scholarship, and service to connecting theory to practice and creating educational environments that build on and expand the cognitive, linguistic, and cultural assets that all children – especially multilingual learners – bring with them.
"About the title" may belong to another edition of this title.
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