Abstract
The Home and Community Connections Model builds opportunities to activate potential and develop in all learners, including those who are plurilingual. Plurilingual students constitute an average of 14.7 percent of total public school enrollment in cities, 9.6 percent in suburban areas, 6.8 percent in towns, and 4.1 percent in rural areas (National Center for Education Statistics, 2020). These learners demonstrate a range of experiences and funds of knowledge (Gonzalez Moll, & Amanti, 2005) that is undervalued in classroom situations and in points of identification for gifted services. Lack of recognition of students’ funds of knowledge, home pedagogies, and language contributions causes a gap in the number of plurilingual identified for gifted services. Not acknowledging the assets and academic abilities of these students perpetuates a deficit mindset that does not provide educators with a full picture of this diverse, advanced, and complex population. Any classroom experience should encourage plurilingual learners to maintain, share and celebrate their diversity and home language in school to impact positive change in society (Django Paris, 2017). The Home and Community Connections Model provides teachers with tangible access points to create inclusive, equitable, and asset-based educational experiences for advanced students in K-12 contexts. Participants of this session will be able to integrate The Home and Community Connections Model into their instruction to place value on the pedagogy of the home and funds of knowledge the plurilingual student brings to the learning experience.
Presenters
Julia NybergProfessor, Education, Purdue University Global, United States Jessica Manzone
Adjunct Assistant Professor, Rossier School of Education, University of Southern California, United States
Details
Presentation Type
Theme
KEYWORDS
Curriculum, Home, Community, Gifted, Advanced, Pedagogy
