Abstract
Contemporary “humanizing” English Language Arts (ELA) classroom pedagogies emphasize teacher mindfulness of the lived experiences of diverse learners and how those experiences are represented in culturally and linguistically complex ELA instruction (de la Piedra, J Adolesc Adult Lit 53(7):575–584, 2010; del Carmen Salazar, Rev Res Educ 37(1):121–148, 2013; Lucas et al., J Teach Educ 59(4):361–373, 2008; Paris, Language across difference: Ethnicity, communication, and youth identities in changing urban schools. Cambridge: Cambridge University Press, 2011; Souto-Manning, Engl Educ 42(3):248–262, 2010). This chapter describes the potential of young adult literature (YAL) for engaging English language learners (ELLs) and their peers in issues of class, culture, language, and race/ethnicity. Through a series of additive instructional frames this chapter explores generative possibilities of consciously leveraging the lived experiences of diverse learners in humanizing ways.
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Musetti, B., Salas, S., Murray, B. (2016). Humanizing the Core: English Language Learners and Culturally Sustaining Young Adult Literature. In: de Oliveira, L., Shoffner, M. (eds) Teaching English Language Arts to English Language Learners. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-59858-5_6
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