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Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom

Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom

Kevan A. Kiser-Chuc
Copyright: © 2020 |Pages: 23
ISBN13: 9781799834489|ISBN10: 1799834484|ISBN13 Softcover: 9781799834496|EISBN13: 9781799834502
DOI: 10.4018/978-1-7998-3448-9.ch002
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MLA

Kiser-Chuc, Kevan A. "Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom." Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, edited by Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez, IGI Global, 2020, pp. 22-44. https://doi.org/10.4018/978-1-7998-3448-9.ch002

APA

Kiser-Chuc, K. A. (2020). Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom. In L. Cardozo-Gaibisso & M. Vazquez Dominguez (Eds.), Handbook of Research on Advancing Language Equity Practices With Immigrant Communities (pp. 22-44). IGI Global. https://doi.org/10.4018/978-1-7998-3448-9.ch002

Chicago

Kiser-Chuc, Kevan A. "Reclaiming the Multilingual Narrative of Children in the Borderlands Using a Critical Integration Approach: A Case Study Highlighting Multilingual Capital in the Curriculum and Classroom." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, edited by Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez, 22-44. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3448-9.ch002

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Abstract

By joining together different methods and curriculum delivery in an elementary school setting, the author defined a unique critical integration approach to address questions of inclusive multilingual literacy practices. The author encouraged students to build upon their prior knowledge, ways in which to show that knowledge, and specifically, their linguistic cultural wealth, which generated a respect for the linguistic diversity of all students. The author created a collaborative pedagogical space in which the students constructed an innovative curriculum by co-mingling student experiences, their cultural and linguistic resources, and their interpretive frameworks. The teacher-research project involved a Funds of Knowledge orientation, the use of a variety of pedagogical tools influenced by the theory of Multiple Intelligences, gifted strategies, community cultural wealth, emancipatory education, critical and culturally responsive pedagogy, and visual arts aesthetics.

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