Toward Racially-Just Multilingual Classroom Pedagogy: Transforming Learning Centers for the K-5 Classroom

Abstract

Creating equitable multilingual classrooms grounded in explicitly anti-racist teaching practices requires transformation of practice preceded by transformation of thinking. Classroom learning centers can provide the context for truly transformational, anti-racist teaching, but equitable implementation requires a deliberately humanizing approach toward teaching multilingual learners. The chapter outlines the process of operationalizing learning centers in such a way, through pedagogy grounded in the enduring principles of learning and critical sociocultural theory. Based on over 50 years of teaching across five countries and conducting international research in the field of multilingual education, the authors provide research-based, practical steps for learning center design and implementation. Educators will gain a practical pathway for implementation, as well as a model for the self-reflective work that is essential for any meaningful transformation toward racially just classrooms.

Key Terms in this Chapter

Fixed Learning Centers: Learning centers that do not change throughout the school year.

Translanguaging: Drawing on the entirety of one’s linguistic skills in the process of learning.

Differentiation: Creating a wide variety of learning experiences and opportunities, acknowledging the inherent diversity of students’ learning styles, interests, and backgrounds.

Dynamic Learning Centers: Learning centers that change frequently to support the content.

Instructional Conversations: Teaching through dialogue.