Tongue-Tied No More: Diversity Pedagogy and Sense of Place in the Learning Gardens

Autor/inn/en	Williams, Dilafruz; Anderson, Jennifer
Titel	Tongue-Tied No More: Diversity Pedagogy and Sense of Place in the Learning Gardens
Quelle	In: Canadian Journal of Environmental Education, 20 (2015), S.25-45 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1205-5352
Schlagwörter	Case Studies; Student Diversity; Adolescents; Low Income Groups; English Language Learners; Immigrants; Refugees; Grade 6; Teaching Methods; Gardening; Food; Interpersonal Communication; Language Skills; Natural Resources; Interpersonal Relationship; Middle School Students; Communicative Competence (Languages); Photography; Semi Structured Interviews; Observation; Vocabulary Development; Oregon (Portland) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Flüchtling; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Gartenarbeit; Lebensmittel; Interpersonale Kommunikation; Language skill; Sprachkompetenz; Natural Ressource; Natürliche Ressource; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fotografie; Beobachtung; Wortschatzarbeit
Abstract	This case study explores what it is like for culturally and linguistically diverse adolescents who are low-income English Language Learners to experience garden-based education at their school's Learning Gardens in southeast Portland, Oregon, even as they and their families--driven from their homelands as immigrants and refugees--try to establish roots and call Portland their new "home." This is a story of 16 sixth graders from seven countries for whom the Learning Gardens provide context and milieu for expression of their connection to place as they grow food and engage in significant ways in learning that encourage communication, crossing the English language "barrier." Students' experiences and conversations are captured as they develop a sense of belongingness, home, and place when connecting with soil, food, nature, peers, and adults in the Learning Gardens. (As Provided).
Anmerkungen	Canadian Journal of Environmental Education. Faculty of Education, Lakehead University, 955 Oliver Road, Thunder Bay, ON P7B 5E1, Canada. Fax: 807-346-7771; e-mail: cjee@lakeheadu.ca; Web site: http://cjee.lakeheadu.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01