rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Centering multilingual learners in school curriculum through community asset mapping
    sub title: a practical guide for teachers
  name:
    name part: Lin, Ching-Ching
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Uysal, Huseyin
    role:
      role term: author.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: meu
    date issued: 2025
    copyright date: 2025
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xii, 208 pages : illustrations ; 23 cm.
  abstract: Centering Multilingual Learners in School Curriculum through Community Asset Mapping is written for educators working with culturally and linguistically diverse student populations, particularly those from historically marginalized backgrounds. It presents and explores Community Asset Mapping (CAM) as a transformative pedagogical approach that values students’ lived experiences, cultural wealth and linguistic repertoires as essential components of learning. It speaks to teachers who seek to integrate students’ strengths and assets into the curriculum while challenging hierarchical structures of knowledge and language within the education system. Written by two multilingual language education professionals who draw upon their own educational journeys and rich, multifaceted experience working with multilingual learners, this book is also grounded in a post-qualitative research approach. It weaves together culturally responsive teaching, translanguaging and community asset mapping as a co-learning practice, alongside a diverse range of critical theories and pedagogical approaches. This resource extends beyond academic scholarship. It engages with community-based initiatives, social entrepreneurship and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy. More than just a resource, this book is a call to action, an invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning and celebrates the communities that shape the work of language education professionals. Through this shared effort, the authors invite educators to jo…
  note: by Ching-Ching Lin and Huseyin Uysal.
  note: Includes bibliographical references and index.
  subject:
    topic: Multilingual education
  subject:
    topic: Social justice and education
  classification: LC3715 .L56 2025
  classification: 370.117/5
  related item:
    title info:
      title: Demystifying social justice education: moving from trendy to transformative equity and justice practices in schools
  identifier: 9781975507763
  identifier: 1975507762
  record info:
    record content source: YDX
    record creation date: 250326
    record change date: 20251125164602.4
    record identifier: in00005662638