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Multilingual Youth Perspectives on Humanizing Core Practices

Multilingual Youth Perspectives on Humanizing Core Practices

Daisy E. Fredricks, Megan Madigan Peercy
Copyright: © 2022 |Pages: 22
ISBN13: 9781668436905|ISBN10: 1668436906|EISBN13: 9781668436912
DOI: 10.4018/978-1-6684-3690-5.ch065
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MLA

Fredricks, Daisy E., and Megan Madigan Peercy. "Multilingual Youth Perspectives on Humanizing Core Practices." Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, IGI Global, 2022, pp. 1285-1306. https://doi.org/10.4018/978-1-6684-3690-5.ch065

APA

Fredricks, D. E. & Peercy, M. M. (2022). Multilingual Youth Perspectives on Humanizing Core Practices. In I. Management Association (Ed.), Research Anthology on Bilingual and Multilingual Education (pp. 1285-1306). IGI Global. https://doi.org/10.4018/978-1-6684-3690-5.ch065

Chicago

Fredricks, Daisy E., and Megan Madigan Peercy. "Multilingual Youth Perspectives on Humanizing Core Practices." In Research Anthology on Bilingual and Multilingual Education, edited by Information Resources Management Association, 1285-1306. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3690-5.ch065

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Abstract

In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.

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