期刊名称：RMLE Online: Research in Middle Level Education
电子版ISSN：1940-4476
出版年度：2021
卷号：44
期号：1
页码：1-16
DOI：10.1080/19404476.2020.1859904
出版社：Taylor and Francis Ltd
摘要：This case study explored how a social studies teacher and a TESOL teacher collaborated to teach an eighth-grade civics and economics course in a diverse classroom with Latinx emergent bilingual students. The researcher employed a theoretical framework of culturally and linguistically relevant citizenship education (CLRCE), which includes five pedagogical principles: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based participatory citizenship. The goals of the study were to identify and understand the perspectives and decision making of the teachers’ pedagogy for Latinx youth. Findings revealed the importance of an effective collaborative relationship and using varied pedagogical strategies to support the growth and success of emergent bilingual students in the middle grades. Implications for this study offer middle level social studies and TESOL teachers ideas and strategies for how to support a beneficial collaborative relationship for emergent bilinguals by enacting curricula and pedagogy that are relevant, engaging, equitable, and supportive of the diverse needs of Latinx youth.
关键词：collaboration culturally and linguistically relevant pedagogy emergent bilinguals Latinx youth middle level education social studies
