When We Hear Them

Attuning Teachers to Language-Diverse Learners

The book offers tools and theories to enhance listening skills and pedagogical approaches for teachers of language-minoritized and multilingual learners. It aims to upend deficit models of language learning, attuning educators to the voices of diverse students. Organized into three parts, it explores theory and practice.

This book puts forward practical tools and applicable theories for enhancing the listening skills and pedagogical approaches of teachers and educators in the context of language-minoritized and multilingual learners. What does it mean for us to really hear them? How can we more fully facilitate inviting, celebratory, and sustaining learning spaces? What listening skills should the faculty who prepare pre-service teachers for linguistically diverse classrooms impart? By asking these questions, we seek to upend deficit models of language learning and usage in order to attune practitioner-scholars to the powerful voices of language-diverse students in our classrooms, schools, and communities. This book is organized into three parts to help practitioner-scholars explore the space where theory meets practice to amplify the voices of languageminoritized learners.

Contributor: Owen Silverman Andrews (Edited by), Antione D. Tomlin (Edited by)

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