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Utilizing Community Cultural Wealth to Learn with Diverse Language Communities.

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Title: Utilizing Community Cultural Wealth to Learn with Diverse Language Communities.
Authors: Zoch, Melody1 (AUTHOR) mzoch@uncg.edu, He, Ye1 (AUTHOR)
Source: Teacher Educator. Apr-Jun2020, Vol. 55 Issue 2, p148-164. 17p.
Subject Terms: *School environment, *Student teachers, *English as a foreign language, *Teacher education, *Communities, Wealth
Abstract: How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers' understanding of and experiences with diverse language communities. Tara Yosso's Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers' teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students' communities, learning their students' language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Utilizing Community Cultural Wealth to Learn with Diverse Language Communities.
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  Data: <searchLink fieldCode="AR" term="%22Zoch%2C+Melody%22">Zoch, Melody</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mzoch@uncg.edu</i><br /><searchLink fieldCode="AR" term="%22He%2C+Ye%22">He, Ye</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Apr-Jun2020, Vol. 55 Issue 2, p148-164. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Wealth%22">Wealth</searchLink>
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  Data: How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers' understanding of and experiences with diverse language communities. Tara Yosso's Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers' teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students' communities, learning their students' language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08878730.2019.1609639
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        Text: English
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      – SubjectFull: School environment
        Type: general
      – SubjectFull: Student teachers
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      – SubjectFull: English as a foreign language
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Communities
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      – SubjectFull: Wealth
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              Text: Apr-Jun2020
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