ABSTRACT
Chapter 8 returns to the promise of critical approaches to educating recently arrived immigrant youth who are emergent bilinguals. The chapter summarizes the affordances of teaching with: 1) dialogic problem-posing; 2) translanguaging and translation; 3) multimodal texts; and 4) youth research on language. It emphasizes not only the complexities associated with teachers and students negotiating and co-constructing pedagogical spaces, but also the ways in which practitioner inquiry can enable teachers to develop reflexivity and humility, learning from moments of dissonance, tension, and resistance. The chapter concludes with implications and recommendations for practice, research, and policy, such as adopting classroom-level and school-wide practices that promote multilingualism; creating collaborative inquiry communities with K-12 educators and university-based researchers; and designing opportunities for preservice teachers in their teacher education programs to develop not only their moral vision of teaching but their administrative and organizing knowledge.
