Foreword Dalida María Benfield Preface Chapter One: Introduction Arts Artifact One: NWCLB (No White Child Left Behind) Simón Candú Arts Artifact Two: Buying Time Marilyn Dike Dunn Vignette One: Through My Lens: A Child''s Perspective Elizabeth Renner Chapter Two: Knowing your students, becoming a culturally responsive teacher Arts Artifact Three: Pinewood Estate Trailer Park Melisa Cahnmann-Taylor Vignette Two: Documenting Dreams: Immigrant Girls'' Aspirations through Shadow Portraiture Dafney Blanca Dabach Chapter Three: Building Family-Community-School Partnerships Arts Artifact Four: La Noche Louisa Castrodale and Luis Fausto Vignette Three: A Matter Party: Celebrating Science and Deepening Understanding Shannon Burgert Vignette Four: The Older Sister: Beyond ELL Pronunciation to Performance and Purpose Dorothy Abram Vignette Five: Making an Edible School Garden with Multilingual Children: Engaging Linguistic, Cultural, and Community Resources Saskia Stille Chapter Four: Playing with Language, Playing through the Arts Vignette Six: Acted and Enacted Lives: Language Play, Theatre, and Language Development at the Border Mary Carol Combs and J David Betts, Paul Fisher Vignette Seven: Journey: Identity and Language Development through the Arts Jessica Mele and Karena Salmond Arts Artifact Five: Separated Families Simón Candú Chapter Five: Living stories, Telling stories Vignette Eight: Conceptual Translations from English Language Learners'' Indigenous Storytelling Eva Rose B. Washburn-Repollo Vignette Nine: Working with Korean Newcomer Immigrant Adolescents in Community Art by Joo Ae Kim Vignette Ten ¿Y el Caballito de mar, donde vive? - Exploring Science and Literacy through Bilingual Storytelling and Shadow Puppetry with Head Start Children Daphnie Sicre Chapter Six: Responding critically to literature Vignette Eleven: Migrant Students Vignette their Lives: Languages and Cultures Cross the Fields into the Classrooms Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego Vignette Twelve: Young Writers Program for Migrant Youth Elizabeth Lewis Vignette Thirteen: Which ''A'' Will Be?: Acculturation, Assimilation, Americanization Daniel A. Kelin, II Chapter Seven: Responding critically to world events Vignette Fourteen: Eastside High School: May Day Service Learning Project from Alumni to Future Alum Luis Genaro Garcia Vignette Fifteen:Critical Performative Literacy in a Middle School ESOL classroom: Voices for Undocumented Latino Communities Ruth Harman, Kinga Varga-Dobai, Kelli Bivins & David Forker Chapter Eight: Talking to the system through youth media Vignette Sixteen: Youth Media: Making it in the World! Deborah Romero Vignette Seventeen: Having Our Say: English Language Learners Talk back to Teachers Susan Adams Chapter Nine: Creating Counter-Narrative Practices at School Vignette Eighteen: Ethnodrama: Transformative Learning in Multicultural Teacher Education Masakuzu Mitsumura Vignette Nineteen: Seeing Art, Seeing the World: Modern Art and Literacy Development with English Learners K-12 Marguerite Lukes & Calder Zwicky,; contributions by Louise Edman, Kim Hummel, Rachel Lindsay Chapter Ten: Building Sustainability in/with Multilingual Communities Arts Artifact Six:Inspecting Borders Sharon Chappell Vignette Twenty: It Is NOT What it Is: A Multidisciplinary Approach to Critical Pedagogy, Cultural Production, and Youth Development in the Youth Roots Program G Reyes Arts Artifact Five: Language Lessons I Melisa Cahnmann Taylor Appendix A: A Process for Building Critical, Creative, Caring Experiences Drew Chappell Appendix B: Resources for Educators and Artists About the Contributors ; Shannon Burgert Vignette Four: The Older Sister: Beyond ELL Pronunciation to Performance and Purpose Dorothy Abram Vignette Five: Making an Edible School Garden with Multilingual Children: Engaging Linguistic, Cultural, and Community Resources Saskia Stille Chapter Four: Playing with Language, Playing through the Arts Vignette Six: Acted and Enacted Lives: Language Play, Theatre, and Language Development at the Border Mary Carol Combs and J David Betts, Paul Fisher Vignette Seven: Journey: Identity and Language Development through the Arts Jessica Mele and Karena Salmond Arts Artifact Five: Separated Families Simón Candú Chapter Five: Living stories, Telling stories Vignette Eight: Conceptual Translations from English Language Learners'' Indigenous Storytelling Eva Rose B. Washburn-Repollo Vignette Nine: Working with Korean Newcomer Immigrant Adolescents in Community Art by Joo Ae Kim Vignette Ten ¿Y el Caballito de mar, donde vive? - Exploring Science and Literacy through Bilingual Storytelling and Shadow Puppetry with Head Start Children Daphnie Sicre Chapter Six: Responding critically to literature Vignette Eleven: Migrant Students Vignette their Lives: Languages and Cultures Cross the Fields into the Classrooms Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego Vignette Twelve: Young Writers Program for Migrant Youth Elizabeth Lewis Vignette Thirteen: Which ''A'' Will Be?: Acculturation, Assimilation, Americanization Daniel A. Kelin, II Chapter Seven: Responding critically to world events Vignette Fourteen: Eastside High School: May Day Service Learning Project from Alumni to Future Alum Luis Genaro Garcia Vignette Fifteen:Critical Performative Literacy in a Middle School ESOL classroom: Voices for Undocumented Latino Communities Ruth Harman, Kinga Varga-Dobai, Kelli Bivins & David Forker Chapter Eight: Talking to the system through youth media Vignette Sixteen: Youth Media: Making it in the World! Deborah Romero Vignette Seventeen: Having Our Say: English Language Learners Talk back to Teachers Susan Adams Chapter Nine: Creating Counter-Narrative Practices at School Vignette Eighteen: Ethnodrama: Transformative Learning in Multicultural Teacher Education Masakuzu Mitsumura Vignette Nineteen: Seeing Art, Seeing the World: Modern Art and Literacy Development with English Learners K-12 Marguerite Lukes & Calder Zwicky,; contributions by Louise Edman, Kim Hummel, Rachel Lindsay Chapter Ten: Building Sustainability in/with Multilingual Communities Arts Artifact Six:Inspecting Borders Sharon Chappell Vignette Twenty: It Is NOT What it Is: A Multidisciplinary Approach to Critical Pedagogy, Cultural Production, and Youth Development in the Youth Roots Program G Reyes Arts Artifact Five: Language Lessons I Melisa Cahnmann Taylor Appendix A: A Process for Building Critical, Creative, Caring Experiences Drew Chappell Appendix B: Resources for Educators and Artists About the Contributors lt;BR> Eva Rose B. Washburn-Repollo Vignette Nine: Working with Korean Newcomer Immigrant Adolescents in Community Art by Joo Ae Kim Vignette Ten ¿Y el Caballito de mar, donde vive? - Exploring Science and Literacy through Bilingual Storytelling and Shadow Puppetry with Head Start Children Daphnie Sicre Chapter Six: Responding critically to literature Vignette Eleven: Migrant Students Vignette their Lives: Languages and Cultures Cross the Fields into the Classrooms Fernando Rodríguez-Valls, Sandra Kofford, Alicia Apodaca, Lizett Samaniego Vignette Twelve: Young Writers Program for Migrant Youth Elizabeth Lewis Vignette Thirteen: Which ''A'' Will Be?: Acculturation, Assimilation, Americanization Daniel A. Kelin, II Chapter Seven: Responding critically to world events Vignette Fourteen: Eastside High School: May Day Service Learning Project from Alumni to Future Alum Luis Genaro Garcia Vignette Fifteen:Critical Performative Literacy in a Middle School ESOL classroom: Voices for Undocumented Latino Communities Ruth Harman, Kinga Varga-Dobai, Kelli Bivins & David Forker Chapter Eight: Talking to the system through youth media Vignette Sixteen: Youth Media: Making it in the World! Deborah Romero Vignette Seventeen: Having Our Say: English Language Learners Talk back to Teachers Susan Adams Chapter Nine: Creating Counter-Narrative Practices at School Vignette Eighteen: Ethnodrama: Transformative Learning in Multicultural Teacher Education Masakuzu Mitsumura Vignette Nineteen: Seeing Art, Seeing the World: Modern Art and Literacy Development with English Learners K-12 Marguerite Lukes & Calder Zwicky,; contributions by Louise Edman, Kim Hummel, Rachel Lindsay Chapter Ten: Building Sustainability in/with Multilingual Communities Arts Artifact Six:Inspecting Borders Sharon Chappell Vign.