Promoting Diversity, Equity, and Inclusion in Language Learning Environments

Promoting Diversity, Equity, and Inclusion in Language Learning Environments

Indexed In: SCOPUS
Release Date: June, 2023|Copyright: © 2023 |Pages: 326
DOI: 10.4018/978-1-6684-3632-5
ISBN13: 9781668436325|ISBN10: 1668436329|ISBN13 Softcover: 9781668436332|EISBN13: 9781668436349
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Description & Coverage
Description:

Inclusive pedagogy adopts the premise that all students are able to learn, and practitioners are prepared to help them reach this goal. Nonetheless, the COVID-19 pandemic has surfaced previously unknown circumstances that have prompted the field of language education to question whether the rushed changes and transfer to online learning environments supported diversity, equity, and inclusion (DEI). Even though inclusive pedagogy holds the potential to empower students and teachers, this matter may have been neglected in the turbulence of emergency remote teaching during the COVID-19 pandemic.

Promoting Diversity, Equity, and Inclusion in Language Learning Environments shares research on how instructors and teacher educators integrate DEI in their instruction. It raises awareness of the experiences and challenges of DEI in language learning environments and understands how language educators draw upon DEI, their experiences, and student needs as resources in language teaching and learning. Covering topics such as culturally responsive teaching, postcolonial language classrooms, and vernacular experience, this premier reference source is a dynamic resource for administrators and educators of both K-12 and higher education, preservice teachers, teacher educators, instructional designers, policymakers, researchers, librarians, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Culturally Responsive Teaching
  • Diversity, Equity, and Inclusion (DEI)
  • English Language Learners
  • Foreign Language Learning
  • International Classrooms
  • Language Teacher Education
  • Mind Decolonization
  • Postcolonial Language Classrooms
  • Students With Disabilities
  • Tertiary English Language Classrooms
  • Vernacular Experience
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Editor/Author Biographies
Karina Becerra-Murillo earned her Doctorate in Educational Leadership from the American College of Education. Dr. Becerra-Murillo holds two Master of Arts degrees from Azusa Pacific University in Educational Leadership and Educational Counseling and a dual B.A. degree in Spanish Literature and Language from California State University, San Bernardino. She has over 20 years of practitioner experience in a K-12 public school setting. Dr. Becerra-Murillo currently serves as a Director of Human Resources in a Southern California school district. She has experience as a site and district level Administrator including the following positions: Director of Special Education, Coordinator of Special Education, Principal, Assistant Principal, Counselor, and Teacher. Her career in public education started as an Instructional Aide in Special Education. Dr. Becerra-Murillo’s experience extends from Preschool to Higher Education. She serves as Adjunct Faculty at American College of Education, teaching courses in the Master of Arts in Educational Leadership as well as supporting doctoral candidates through the dissertation process in the Ed.D. program. Her research interests include special education, inclusive practices, equity, diverse learners, English language learners, gifted education, and Universal Design for Learning.
Josefina F. Gámez earned her Doctorate in Educational Leadership from the American College of Education. Dr. Gámez holds a Master of Arts in Education from Claremont Graduate University and a Bachelor of Arts in Sociology from Pitzer College. She has 26 years of experience in the field of education. Dr. Gámez currently serves as an elementary school principal. She has experience in site leadership, professional development, and classroom instruction. Dr. Gamez’s research interests are in the area of multilingualism, English language learners, equity, and inclusive practices.
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