9789004395565 - educating multilingual students in rural schools: illuminating diversity in rural communities in the united states (understanding rural education, band 2) (2 Ergebnisse)
Sprache: Englisch
Verlag: BRILL 2023
Serie: Understanding Rural Education, Buch 3 von 4. Buch 3 von 4 - Understanding Rural Education
- Softcover
- Erstausgabe
Anbieter: moluna, Greven, , Deutschlandmoluna
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 62,81
EUR 48,99 VersandVersand von Deutschland nach USAAnzahl: Mehr als 20 verfügbar
Paperback. Zustand: New. Illuminating issues of diversity at the intersection of rural education and multilingual learners in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multil.
Sprache: Englisch
Verlag: Brill Mär 2023 2023
Serie: Understanding Rural Education, Buch 3 von 4. Buch 3 von 4 - Understanding Rural Education
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
Verkäufer/-in kontaktierenVerkäufer/-in mit 5 SternenZustand: Neu
EUR 84,00
EUR 61,54 VersandVersand von Deutschland nach USAAnzahl: 2 verfügbar
Taschenbuch. Zustand: Neu. Neuware - Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their famil…ies. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence - they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O'Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.
