Supporting Student Success Through Community Asset Mapping: A NYS TESOL E-Book

By
Sophia Robert
-
455
2012

Dr. Jasmin (Bey) Cowin

Assistant Professor and TESOL Practicum Coordinator

Touro University, Graduate School of Education

TESOL/BLE Program

New York, NY

The just-released Kindle Edition  Supporting Student Success Through Community Asset Mapping: A NYS TESOL E-Book, with editors Dr. Ching-Ching Lin, Nicole Bell, and Dr. Jasmin (Bey) Cowin embarks on a thoughtful journey of educators together with their linguistically diverse learners. Itsportrayal of multilingual student voices focuses on the abundance of learners’ linguistic and academic assets through inclusive experiences such as collaborative, holistic, equitable, and inclusive community asset mapping.

Join educators and the voices of their linguistically diverse students as they explore, redefine and share their beliefs in reconceptualizing school as a site of foster-ship and empowerment. Authentic insights are inspired through participatory action research collaborations between educators and multilingual learners across the United States. The turnkeys: integrating academics, enrichment, critical awareness, and social-emotional learning.

Chapter five, Community Asset Mapping and Linguistically Diverse Learners, by Touro University New York, TESOL completer John Zurschmiede and his Professor, Dr. Jasmin (Bey) Cowin, rethinks, revises and reassesses the roles of learner and educator through the dual lens of a professor and her former student by redrawing and recalibrating their roles while implementing a Community Asset Mapping project. Their chapter’s featured poem Sunflowers and Sunshine by Mariane, a multilingual learner and New York ASA College student emerged as the creative spark for the book cover.

Supporting Student Success Through Community Asset Mapping: A NYS TESOL E-Book is a compelling read for educators looking for concrete ways to tear down assimilationist perspectives about multilingual learners, instead replacing them with the funds of knowledge inherent in multilingual learners’ unique perspectives, assets, and strengths.

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