This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- infused curriculum on middle school EB student learning. Results from interviews, pre-and post- assessments, and observations indicate that the curricular approach boosted learner confidence and engagement; enhanced linguistic and socioemotional development and promoted intercultural awareness and positive cultural identity for attending EBs.
"Reach for the Stars: Restructuring Schooling for Emergent Bilinguals with a Whole-Child, Arts-Infused Curricular Approach,"
Journal of Pedagogy, Pluralism, and Practice: Vol. 9:
1, Article 11.
Available at: https://digitalcommons.lesley.edu/jppp/vol9/iss1/11
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, International and Comparative Education Commons, Language and Literacy Education Commons