Venue: CERAS Learning Hall, Stanford main campus.
Description: As global demographic shifts and changing immigration patterns continue to reshape our country’s linguistic landscape, culturally and linguistically diverse classrooms are quickly becoming the norm in school districts nationwide. Against this backdrop, educators and policymakers face the urgent task of preparing all students for academic and career success in the 21st century. In this talk, I explore how our nation’s increasing linguistic diversity is reflected in the micro-level details of classroom interaction. Drawing on ethnographic and interactional data from my research in urban schools, I identify how bi/multilingual students’ linguistic competencies overlap with the forms of language and literacy valued in academic settings, and I examine how these students make sense of their emergent bi/multilingualism. I situate this discussion within broader conversations around equity and access for students of color in public schools, and I offer conceptually grounded implications for leveraging students’ linguistic competencies as resources for academic literacy learning