Demystifying Social Justice Education: Moving from Trendy to Transformative Equity and Justice Practices in Schools Series
Centering Multilingual Learners in School Curriculum through Community Asset Mapping
A Practical Guide for Teachers
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Published: May 2025
9781975507770
$155.00
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Published: May 2025
9781975507787
$42.95
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Publisher: Myers Education Press
6" x 9"Language: English
Centering Multilingual Learners in School Curriculum through Community Asset Mapping is written for educators working with culturally and linguistically diverse student populations, particularly those from historically marginalized backgrounds. It presents and explores Community Asset Mapping (CAM) as a transformative pedagogical approach that values students’ lived experiences, cultural wealth, and linguistic repertoires as essential components of learning. It speaks to teachers who seek to integrate students’ strengths and assets into the curriculum while challenging hierarchical structures of knowledge and language within the education system.
Written by two multilingual language education professionals who draw upon their own educational journeys and rich, multifaceted experience working with multilingual learners, this book is also grounded in a post-qualitative research approach. It weaves together culturally responsive teaching, translanguaging, and community asset mapping as a co-learning practice, alongside a diverse range of critical theories and pedagogical approaches. This resource extends beyond academic scholarship; it engages with community-based initiatives, social entrepreneurship, and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy.
More than just a resource, this book is a call to action—an invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning, and celebrates the communities that shape the work of language education professionals. Through this shared effort, the authors invite educators to join them in critically reimagining education and advocating for more equitable, asset-based practices that truly honor the voices and experiences of their students.
Perfect for courses such as: Multicultural and multilingual Education; Sociolinguistics; Methods and Materials in TESOL Education; Curriculum Design in Education or TESOL; Language, Culture and Society; Urban Education; Family Engagement in Education
Foreword
David E. Kirkland
Chapter 1
Introduction to Community Asset Mapping: What, Why, and How
Chapter 2
Fostering Culturally Responsive Teacher Identity and Co-Learning Stance
Chapter 3
From Culturally Responsive Pedagogy to Community Asset Mapping as a Framework of Co-Learning
Chapter 4
Community Asset Mapping as a Pedagogy of Co-Learning: Methods, Processes, and Tools
Chapter 5
Community-Based Approach to Community Asset Mapping
Chapter 6
Digital Creativity Approach to Community Asset Mapping
Chapter 7
Inquiry-Based Approach to Community Asset Mapping
Chapter 8
Community Asset Mapping as a Planning, Reflection, and Collaborative Tool
Appendix
About the Authors
Index
Reviews & Endorsements:
“Looking at multilingual learners through the lens of deficits is an all-toocommon perspective among educators and others. In Centering Multilingual Learners in School Curriculum Through Community Asset Mapping: A Practical Guide for Teachers, Ching Ching Lin and Huseyin Uysal provide evidence-based and practical strategies to, instead, focus on the many, many assets multilingual students bring to the table and how to leverage them for increased learning and a greater sense of belonging and community. What’s not to love!”
—Larry Ferlazzo, co-author of The ELL Teacher’s Toolbox 2.0 and Education Week teacher advice columnist
“This book is a masterful work of pedagogy meeting praxis. Many educators strive to center the assets of multilingual learners, but this is often difficult to achieve in practice. Lin and Uysal offer a practical path forward—not just to centering multilingual learners in the abstract, but providing a framework for achieving this learner-centeredness in schools and beyond. Every student deserves to have their culture, language, and lived experience honored in educational spaces. This book is a gift to teachers, teacher educators, and the multilingual learners they serve.”
—Chris K. Chang-Bacon, Ph.D., Assistant Professor, University of Virginia School of Education and Human Development
“The authors’ asset-based focus on Community Asset Mapping (CAM) is a crucially important and needed perspective for supporting teachers who work with multilingual students (MLLs). The humanizing and action-oriented approach in this beautifully written book is a valuable resource for teachers and teacher educators of MLLs, and one that I look forward to using in my work!”
—Megan Madigan Peercy, PhD., Professor, Applied Linguistics & Language Education, University of Maryland
“The authors articulate how to expand the learning experience expected by the conceptual shifts in education policy developed for minoritized student groups. Educators seeking topics on culturally responsive teaching will find pedagogical support for the concept of Community Asset Mapping and practical classroom tools for all students, especially multilingual learners. The book invites educators, students, and communities to co-create knowledge by seeing the wealth of assets these students bring into the classroom.”
—Okhee Lee, PhD., Professor, Steinhardt School of Culture, Education, and Human Development at New York University
“Centering Multilingual Learners in School Curriculum Through Community Asset Mapping: A Practical Guide for Teachers functions as a mechanism for returning the long-standing repertoires of multilingual learners from the periphery to the center of the educational research and teaching enterprise. Reflecting a collective commitment to Community Asset Mapping (CAM) that disrupts deficit discourse, this book creates imaginaries of possibility that rely on community-based knowledge as fundamental to the liberation of multilingual assets in classrooms. Classroom teachers in our currently expanding multilingual world will find the affordances for digital resourcefulness presented indispensable to empowering and mobilizing schools and communities for social change.”
—Patriann Smith, Professor of Literacy Studies, University of South Florida, and Author of Black Immigrant Literacies: Intersections of Race, Language, and Culture in the Classroom