Students as Linguistic Ethnographers: Super-Diversity in the Classroom Context

D’warte, Jacqueline

doi:10.1007/978-981-10-0312-7_2

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…Teachers supported students in developing a series of research questions for whole class investigation (for further detail about this process, see D’warte, 2016, 2018). Following this, students’ turned their attention to their individual everyday language and literacy practices and experiences and used blank A4 paper and colouring materials to create language maps.…”

Section: Resultsmentioning

confidence: 99%

“…In super-diverse classrooms, it is impossible for teachers to have knowledge of all languages and literacies of their students. When policy firmly focuses attention on instruction and assessment in a target language, finding space to explore what students already know and can do can be challenging (D’warte, 2016; Orellana & García-Sánchez, 2019). Paris and Alim (2017) call for culturally sustaining pedagogy, characterized as pedagogies that involve teachers and students in a critical examination of the dynamic and evolving nature of languages, literacies, race/ethnicity, cultural practices and ways of knowing of each other.…”

Section: Considering Dynamic Linguistic Repertoires In Educationmentioning

confidence: 99%

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Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people

D’warte

2020

Language Teaching Research

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The 21st century has brought rapid global change to the cultural and linguistic landscape of many nations; this rapidly changing landscape has prompted educators to argue that the lived and evolving reality of contemporary classrooms demands a re-examination of current curriculum, pedagogies and assessment practices. Australian classrooms now include young people who speak many different languages and dialects of English; these young people draw on multiple ways of learning and understanding and are increasingly mobile and connected across time and space. Over the last two decades, rather than building on this linguistic diversity Australia’s national assessment program has relegated difference to a problem fixed by further commitment to standardized English curriculum and assessment practices. In this environment, attention is given to what is perceived as limited or lacking in young people’s knowledge of the English language and literacies practices most valued in school. This article presents research that aimed to acknowledge and build on the foundational linguistic resources of young people in super-diverse mainstream primary classrooms through the application of visual methodologies (language mapping) and corresponding pedagogical work. This research, undertaken in Western Sydney, one of the most diverse regions in Australia, offers possibilities for perpetuating and fostering a pluralist present and future in 21st century classrooms.

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Section: Resultsmentioning

confidence: 99%

Section: Considering Dynamic Linguistic Repertoires In Educationmentioning

confidence: 99%

Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people

D’warte

2020

Language Teaching Research

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“…Undergraduate students participated in a three-hour weekly classroom seminar on sociocultural learning theory where they learn to write fieldnotes and reflect on their interactions with youth at the club. To support undergraduate students' understanding of learning, language, and literacy, they read about conducting fieldwork (Emerson et al, 1995;Kleinsasser, 2000;Thorne, 2010), sociocultural learning theory (Cole & Griffin, 1983;Diaz & Flores, 2001;Rogoff, 1994;Vygotsky, 1978), and literacy (D'warte, 2016;Enciso, 2019).…”

Section: Methods and Datamentioning

confidence: 99%

Undergraduates mediating kids’ college knowledge

Ángeles¹

2021

InterActions

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“…In a paper written by Mumpuniarti and Cahyaningrum [19], the inclusive learning model requires teachers to serve students with various learning needs. Variation of needs is fairness in life, and the implication is to be fulfilled individually as a part of human rights [20,21]. To meet these demands, teachers require arrangements at each stage of the learning process which consist of adapting strategies and methods and initiating collaboration [22].…”

Section: Introductionmentioning

confidence: 99%

The Management of Inclusive Schools’ Curriculum in Indonesia

Sartinah¹,

Murtadlo²

2021

Proceedings of the International Joint Conference on Arts and Humanities 2021 (IJCAH 2021)

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The 1945 Constitution and the International Call for Education ("EFA"), reiterated by UNESCO as a worldwide consensus arising from the World Education Forum in Dakar, Senegal in 2000, promoted the government's policy of providing services for all people in education. This study aims to develop a model for managing the curriculum and learning model of inclusive schools in Indonesian junior high schools. This development study was conducted in three stages: (1) an examination of the initial challenges in order to determine the requirements for building an inclusive school's curriculum management; (2) the creation of an inclusive school's curriculum management; and (3) the development of an inclusive school's curriculum management. (2) the creation step, which entailed developing a model of an inclusive school's curriculum.; (3) the assessment step, which comprised analyzing the product's efficacy, efficiency, and correctness in the form of curriculum administration in an inclusive school. Borg and Gall's development theory, as well as Thiagaradjan's, were used in this developmental investigation. According to the findings, curriculum management in inclusive schools has evolved in response to demands. Furthermore, there are four curriculum creation strategies depending on students' needs, talents, and learning content: duplication, modification, omission, and substitution.

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Students as Linguistic Ethnographers: Super-Diversity in the Classroom Context

Cited by 5 publications

References 28 publications

Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people

Facilitating agency and engagement: Visual methodologies and pedagogical interventions for working with culturally and linguistically diverse young people

Undergraduates mediating kids’ college knowledge

The Management of Inclusive Schools’ Curriculum in Indonesia

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