The Arts and Emergent Bilingual Youth : Building Culturally Responsive, Critical and Creative Education in School and Community Contexts book cover
1st Edition

The Arts and Emergent Bilingual Youth
Building Culturally Responsive, Critical and Creative Education in School and Community Contexts

ISBN 9780415509749
Published April 8, 2013 by Routledge
240 Pages

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Book Description

The Arts and Emergent Bilingual Youth offers a critical sociopolitical perspective on working with emerging bilingual youth at the intersection of the arts and language learning. Utilizing research from both arts and language education to explore the ways they work in tandem to contribute to emergent bilingual students’ language and academic development, the book analyzes model arts projects to raise questions about “best practices” for and with marginalized bilingual young people, in terms of relevance to their languages, cultures, and communities as they envision better worlds.  A central assumption is that the arts can be especially valuable for contributing to English learning by enabling learners to experience ideas, patterns, and relationship (form) in ways that lead to new knowledge (content).  Each chapter features vignettes showcasing current projects with ELL populations both in and out of school and visual art pieces and poems, to prompt reflection on key issues and relevant concepts and theories in the arts and language learning.  Taking a stance about language and culture in English learners’ lives, this book shows the intimate connections among art, narrative, and resistance for addressing topics of social injustice.

Table of Contents

  Dalida María Benfield
Chapter One: Introduction
Arts Artifact One: NWCLB (No White Child Left Behind)
  Simón Candú
Arts Artifact Two: Buying Time
 Marilyn Dike Dunn
Vignette One: Through My Lens: A Child’s Perspective
 Elizabeth Renner

Chapter Two: Knowing your students, becoming a culturally responsive teacher
Arts Artifact Three: Pinewood Estate Trailer Park
 Melisa Cahnmann-Taylor
Vignette Two: Documenting Dreams: Immigrant Girls’ Aspirations through Shadow Portraiture
 Dafney Blanca Dabach

Chapter Three: Building Family-Community-School Partnerships
Arts Artifact Four: La Noche
 Louisa Castrodale and Luis Fausto
Vignette Three: A Matter Party: Celebrating Science and Deepening Understanding
 Shannon Burgert
Vignette Four:  The Older Sister:  Beyond ELL Pronunciation to Performance and Purpose
 Dorothy Abram
Vignette Five: Making an Edible School Garden with Multilingual Children:  Engaging Linguistic, Cultural, and Community Resources
 Saskia Stille

Chapter Four:  Playing with Language, Playing through the Arts
Vignette Six: Acted and Enacted Lives: Language Play, Theatre, and Language Development at the Border
 Mary Carol Combs and J David Betts, Paul Fisher
Vignette Seven: Journey: Identity and Language Development through the Arts
 Jessica Mele and Karena Salmond
Arts Artifact Five: Separated Families
 Simón Candú

Chapter Five: Living stories, Telling stories
Vignette Eight: Conceptual Translations from English Language Learners' Indigenous Storytelling
 Eva Rose B. Washburn-Repollo
Vignette Nine: Working with Korean Newcomer Immigrant Adolescents in Community  Art by  Joo Ae Kim
Vignette Ten ¿Y el Caballito de mar, donde vive? – Exploring Science and Literacy through Bilingual Storytelling and Shadow Puppetry with Head Start Children
 Daphnie Sicre

Chapter Six: Responding critically to literature
Vignette Eleven: Migrant Students Vignette their Lives: Languages and Cultures Cross the Fields into the Classrooms
 Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego
 Vignette Twelve: Young Writers Program for Migrant Youth
 Elizabeth Lewis
Vignette Thirteen: Which ‘A’ Will Be?: Acculturation, Assimilation, Americanization
 Daniel A. Kelin, II

Chapter Seven: Responding critically to world events
Vignette Fourteen: Eastside High School: May Day Service Learning Project from Alumni to Future Alum
  Luis Genaro Garcia
Vignette Fifteen:Critical Performative Literacy in a Middle School ESOL classroom: Voices for Undocumented Latino Communities
  Ruth Harman, Kinga Varga-Dobai, Kelli Bivins & David Forker

Chapter Eight: Talking to the system through youth media
Vignette Sixteen: Youth Media: Making it in the World!
 Deborah Romero
 Vignette Seventeen: Having Our Say: English Language Learners Talk back to Teachers
  Susan Adams

Chapter Nine: Creating Counter-Narrative Practices at School
Vignette Eighteen: Ethnodrama: Transformative Learning in Multicultural Teacher Education
 Masakuzu Mitsumura
Vignette Nineteen: Seeing Art, Seeing the World: Modern Art and Literacy Development with English Learners K-12
  Marguerite Lukes  & Calder Zwicky,; contributions by Louise Edman, Kim  Hummel,  Rachel Lindsay

Chapter Ten:  Building Sustainability in/with Multilingual Communities
Arts Artifact Six:Inspecting Borders
  Sharon Chappell
Vignette Twenty: It Is NOT  What it Is:  A Multidisciplinary Approach to Critical Pedagogy, Cultural Production, and Youth Development in the Youth Roots Program
 G Reyes
Arts Artifact Five: Language Lessons I
  Melisa Cahnmann Taylor
Appendix A:  A Process for Building Critical, Creative, Caring Experiences
  Drew Chappell
 Appendix B: Resources for Educators and Artists
About the Contributors

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Sharon Verner Chappell is Assistant Professor, Department of Elementary & Bilingual Education, California State University, Fullerton, USA.

Chris Faltis is Dolly and David Fiddyment Professor of Education and Director of Teacher Education, School of Education, University of California, Davis, USA.


"Advocates of bilingual education, the authors make a compelling case for native language use and maintenance for English-language learners. Readers seeking to understand the academic achievement gap will appreciate the original perspective presented ... In light of the recent adoption of the common core standards in most states, this book represents an important perspective and provides strategies for engaging bilingual youth in rigorous and evidence-based reflection centred on the arts. Summing Up: Recommended." —A. Anderberg, Eastern Connecticut State University, in CHOICE, April 2014

"The editors of The Arts and Emergent Bilingual Youth offer a timely and persuasive argument for ways to revitalize arts-based education in our increasingly diverse society. ... It becomes clear in reading this volume that the arts offer unique avenues for teachers and artists to create the conditions necessary for historically marginalized multilingual youth and their communities to claim a voice and a space for self-representation and action in our schools and society." —Teachers College Record