Differentiating Instruction With Menus for the Inclusive Classroom Language Arts

The chapter discusses creating an inclusive classroom through a language socialization perspective. The authors suggest that to create an inclusive culture in a multicultural and multilingual classroom, language educators should engage in explicit language socialization practices that promote development of critical cultural consciousness and language awareness. They propose that in the process of creating an inclusive classroom, educators need to attend to affective, individual, and interpersonal domains. Specific practices for use in a language (including ESOL) classroom and a teacher preparation program are provided.

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Choosing to Do the Work: Thoughts on Creating an LGBTQ-Inclusive Classroom

10.33011/assembly.v2i1.485 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Amanda Cherry

Keyword(s):

Middle School ◽

Language Arts ◽

Inclusive Classrooms ◽

Inclusive Classroom

In this article, I aim to support teachers and other educators as they begin or continue the work of creating LGBTQ-inclusive classrooms. To support teachers, I organize my suggestions within three touchstones that have been helpful to me as a middle school language arts teacher: Choose to be vulnerable, Choose to change your instruction, Choose the work as your path. En este artículo, mi objetivo es apoyar docentes y educadores a medida que ellos inician o continúan el trabajo de crear aulas inclusivas de LGBTQ. Para apoyar a los docentes, he organizado mis sugerencias dentro de tres elementos esenciales que han sido útiles para mi como maestra de artes y lenguaje ( inglés) en la escuela media: Elige ser vulnerable, Elige cambiar tu instrucción, Elige el trabajo como tu camino.

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