In this introductory chapter, we begin by introducing ourselves, so that you immediately know our positionalities—who we are and the lens we see the world through—and in the hope to provide you with knowledge of why this special issue is so close to our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. In the current political context, the topic of displaced populations, immigration policies (such as The Deferred Action for Childhood Arrivals [DACA]), refugees, as well as those who are undocumented is very alive in classrooms and relevant to our students’ lives. Case studies within this issue address the needs of displaced groups in a way that is inclusive and validates their lived experiences, providing a sense of belonging through the arts. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.
Wager, Amanda Claudia; Poey, Vivian Maria; and Berriz, Berta Rosa
"Introduction to Art as Voice: Creating Access for Emergent Bilingual Learners,"
Journal of Pedagogy, Pluralism, and Practice: Vol. 9:
1, Article 5.
Available at: https://digitalcommons.lesley.edu/jppp/vol9/iss1/5
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