Transforming Schooling for Second Language Learners

<p>The purpose of <em>Transforming Schooling for Second Language Learners: Theoretical Insights Policies Pedagogies and Practices </em>is to bring together educational researchers and practitioners who have implemented documented or examined policies pedagogies and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters scholars and researchers identify both (1) the current state of schooling for EBs from their perspective and (2) the particular ways that policies pedagogies and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research.</p><p>Drawing on current and seminal research in fields including second language acquisition applied linguistics sociolinguistics and educational linguistics contributing authors draw on complementary theoretical methodological and philosophical frameworks that attend to the social cultural political and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum we are deeply committed to asserting hope possibility and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions experiences and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives conceptualizations orientations and ideologies that disrupt and contest legacies of deficit thinking linguistic purism language standardization and racism and the racialization of ethnolinguistic minorities.</p><p> </p>