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When We Hear Them

Attuning Teachers to Language-Diverse Learners

Edited by:
Owen Silverman Andrews, Anne Arundel Community College
Antione D. Tomlin, Anne Arundel Community College

A volume in the series: Research, Theory, and Practice Within Academic Affairs. Editor(s): Antione D. Tomlin, Anne Arundel Community College. Sherella Cupid, Louisiana State University.

Published 2024

This book puts forward practical tools and applicable theories for enhancing the listening skills and pedagogical approaches of teachers and educators in the context of language-minoritized and multilingual learners. What does it mean for us to really hear them? How can we more fully facilitate inviting, celebratory, and sustaining learning spaces? What listening skills should the faculty who prepare pre-service teachers for linguistically diverse classrooms impart? By asking these questions, we seek to upend deficit models of language learning and usage in order to attune practitioner-scholars to the powerful voices of language-diverse students in our classrooms, schools, and communities. This book is organized into three parts to help practitioner-scholars explore the space where theory meets practice to amplify the voices of languageminoritized learners.

ENDORSEMENT:
"Listening is a thread that runs through this fine book. Offering an expansive view of language teaching in the US and across the globe, this engaging volume raises questions, explores dilemmas, and offers concrete ideas for both practitioners and scholars for listening and teaching. In addition to traditional research studies, this volume brings the voices and lives of the teachers and their commitments to equity and justice into the center of the writing, often providing exquisite and touching stories about teaching and learning. This book calls upon our curiosity and our humanity, encouraging critical reflection and action." — Kathy Schultz, University of Colorado

CONTENTS
Foreword: Listening as a (De)Colonial Process, Nelson Flores. Introduction: Shifting Power Through Attunement, Owen Silverman Andrews. PART I: THEORIES OF LISTENING TO MULTILINGUAL STUDENTS. “I Just Allowed My Ears to Listen With Ease”: Accent Familiarity Training for Listeners’ Communicative Success, Katherine Yaw. From Monoglossia to Heteroglossia: The Role of Language Ideology in Translanguaging Practice Implementation, Leah Davis. Pedagogies of Resistance: Learning From Indigenous Language Teaching, Andrea Lira and Elisa Loncon Antileo. Do You Hear Us? Supporting Teachers of Language-Diverse Students in Communities of Practice, Lynn Rochelle Daniel. Reconstructing the Academic in Academic Language: Radically Listening to Hidden Worlds of Knowledge Building, Samantha Harris, Valerie Meier, and Diana Arya. PART II: METHODS OF LISTENING TO MULTILINGUAL STUDENTS. Metaphoric Listening for Multimodal Engagement: Lessons From Inquiry, Informed by Positioning Theory, Martha Sandstead, Angela Wassom, Debbie Pritchett, and Sara Wiger. An Ear to the World: Drawing on the Rich Literacy Histories of Returning Students, Kris Messer and Jamey Gallagher. “Yo sí digo haiga”: A Critical Approach to Teaching Latina/o/e Spanish Heritage Speaking Students, Lidia Aguilera, Megan Tzeitel Marshall, and Nancy Domínguez-Fret. Reflective Journaling as a Tool to Critical Thinking: Non-Conformist Voices of Pakistani Learners of English, Fizza Farrukh, Sham Haidar, and Mehwish Haider. Attuning Plurilingual Learning Through the Youth’s Migratory Experience, Cristina ZhangYu, 张婷婷 and Wei Lin, 林蔚. Lowering the Barriers: Investigating and Celebrating Racial Diversity in the Multilingual Classroom, Tiffany E. Probasco-Francis. Authentic Assessment Through Poetry Performances: We Change the Way We Listen, Lorri Giovinco-Harte. Five Ways to Foster a Sense of Belonging, Linda Neuman. They Know What They Need: Co-Constructing an EAL Curriculum With Adult Refugee Students, Mary Petrón and Burcu Ates. PART III: ATTUNING PRE-SERVICE TEACHERS TO MULTILINGUAL STUDENTS. Exploring Translanguaging and Multimodal Practices in Nature Journaling With Preservice Teachers, Tina Cheuk. Learning to Notice Multilingual Students’ Language Use for Scientific Sensemaking Integrating Translanguaging Theory and Pedagogy in an Elementary Science Methods Course, María González-Howard, Karina Méndez Pérez, and Sage Andersen. Offering Possibilities for Reflection to Support Multilingual Language Learners, Elizabeth J. Erling. Caring for Latinx Students in Spanish Classes: Celebrating Linguistic and Cultural Diversity, Jason A. Kemp and Elizabeth Goulette. Preparing Teachers for Linguistically Diverse Classrooms, Hiawatha Smith, Dean Vesperman, and Amy Frederick. Coda: From Airport to Dollar Store, Thuta. About the Editors. About the Contributors.

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