A community sin vergüenza
Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard
Bibliographic Data
| ID | 4256306 |
|---|---|
| Authors | Melissa Adams Corral (0000-0003-4529-1203, Department of Teaching and Learning, University of Texas – Río Grande Valley, Edinburg, Texas, USA, corresponding author), Ashley Rodríguez (Department of Teaching and Learning, University of Texas – Río Grande Valley, Edinburg, Texas, USA) |
| Year | 2025 |
| Volume | 64 |
| Issue | 1 |
| Pages | 92-103 |
| Publication date | 2025-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2024.2389018 |
| OpenAlex | W4401354641 |
| Language | IT |
| References cited | 11 |
This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We also discuss the importance of being willing to be with students as they shed the shame that may have kept them silent in other classroom settings. This article explores what it means for educators to make room for multilingual students to use their voices and embrace their ideas sin vergüenza, without shame. Melissa, assistant professor of mathematics education: During my years as a bilingual elementary teacher, I conceptualized my work as a form of community organizing. What that meant, at the time, was the need to address the way so many of my students had been silenced at school and made to feel that knowledge and solutions to problems came from authority figures (Adams, 2018). As a mathematics teacher educator at a predominantly LatinxFootnote1
Mathematics education · Parallels · Pedagogy · Shame · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Social Psychology · Teacher Education and Leadership Studies
Designs for the Pluriverse
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Collaborative Autoethnography as a Pathway for Transformative Learning
Va a Cambiar” - Identifying and Rejecting Border Patrol Pedagogies in a Dual Language Classroom
Mapping the Margins
Poetics of relation
From academic language to language architecture
| Citation velocity | historical |
|---|---|
| Highly cited | No |