ABSTRACT
Chapter 3 begins with an overview of Jesse, Kim, and Lori’s principles, or their beliefs about language acquisition, the purpose of schooling and ESL education, and immigrant youth. The chapter then spotlights Kim’s mixed-grade ESL classroom, specifically the ways in which she enacted critical multilingual pedagogies through the use of political cartoons, Visual Thinking Strategies, and dialogic talk moves. The chapter identifies four teaching practices that support a critical multilingual pedagogy framework, including dialogic problem-posing, translanguaging and translation activities, the use of multimodal texts, and youth research. The chapter concludes with theoretical and practice-based insights about critical language and literacy education for emergent bilingual youth.
