Abstract
This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from Non-Dominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019). Although there are thirteen chapters in this book written by different scholars, they are related to each other and provide teachers with some research-based guidelines on how to integrate different sources of knowledge—such as students’ funds of knowledge—into their instructions in multicultural classrooms. The review of the classroom implications discussed in this book highlights the important role of the teacher once more in providing minority students with the equitable education that they deserve. Therefore, teachers need to be familiarized with culturally responsive teaching approaches in general and, in particular, with different teaching methods and strategies of multicultural education. This will allow teachers to prepare their students to live successfully and peacefully in non-native cultural settings and societies.
Highlights
1 Multicultural education is “an idea or concept, an educational reform movement, and a process” (Banks, 2019, p. 22) which seeks the purpose of providing education with equity to all students to achieve social justice (Gordon, 1999)
This review provides a summary of the classroom implications discussed in Language and Cultural Practices in Communities and Schools: Bridging for Students from NonDominant Groups edited by Inmaculada García-Sánchez and Marjorie Faulstich Orellana (2019)
Review of the Classroom Implications discussed in Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups Edited by Inmaculada García-Sánchez & Marjorie Faulstich Orellana critical to foster meaningful relationships
Summary
Professional literature is one way of preparing teachers by providing them with the necessary tips that they may need in their multicultural classrooms. Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from NonDominant Groups (García-Sánchez & Faulstich Orellana, 2019) is one of the books that focuses on teacher preparation through the discussion of varying research studies. The authors of this book try to bridge the gap between literacy practices at school and minority students’ out-of-school activities. This is to improve teaching and learning processes, provide students of color with an equitable education, and prepare them to live successfully and peacefully in non-native cultural settings and societies. Karami and Johnson-Carter (2020) discussed the key information of the book, and I summarized the classroom implications from each chapter in this review (see Table 1)
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