期刊名称：International Journal of Multicultural Education
电子版ISSN：1934-5267
出版年度：2012
卷号：14
期号：2
语种：English
出版社：Eastern University
摘要：Association of MBAs 12.00 0 Normal 0 false false false EN-US X-NONE X-NONE 0 Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman","serif";} Recent anti-immigration policies and practices in the Southeast of the United States have presented difficult challenges for newly arrived bilingual learners and their families. To validate student voices within this socio-political context, our school/university collaboration implemented an arts-based participatory approach to English Language Arts. Informed by critical discourse analysis, this paper investigates how, in the context of anti-immigration policies, a lack of social resources, and English-only instructional practices, our approach supported immigrant students in engaging agentively in social action-oriented literacy activities. Part of a larger ethnographic study, the paper focuses on a curricular project enacted in spring and fall 2010.
关键词：ESL;multicultural pedagogies;participatory action research
