Berta R Berriz

Lesley University, Creative Arts in Learning, Adjunct

Harvard University, Graduate School of Education, Alumna

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Berta Rosa Berriz, Ed.D., concluded her thirty-three years in Boston Public Schools as a Founding Co- lead teacher of the Boston Teachers' Union School (2008-2013). Including distinctions such as National Board Certification (2006), doctoral studies in culture and learning from Harvard Graduate School of Education (2005), Massachusetts Teacher Scholar (1992), faculty at Lesley University (1990 to present), Berriz was awarded a Lucretia Crocker Fellowship-TEAMSTREAM (1990)-for integrating bilingual students with special needs and gifted students through a collaborative arts approach. Recent publications include Art as voice: Creating access for emergent bilingual families and communities in the Journal of Pedagogy, Pluralism, and Practice (2017) Amanda Wager
Address: Jamaica Plain, Massachusetts, United States

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Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Andreas Umland

National University of "Kyiv-Mohyla Academy"

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Microsoft Research

Bob Jessop

Lancaster University

Andrea Peto

Central European University

Radhika Gajjala

Bowling Green State University

Louis de Saussure

University of Neuchâtel

Armando Marques-Guedes

UNL - New University of Lisbon

Martin Haspelmath

Max Planck Institute for Evolutionary Anthropology

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Papers by Berta R Berriz

Art as a way of listening

by Berta R Berriz and Vivian M A R I A Poey

Art as a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization, 2023

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful pos... more Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects.

The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students’ cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

Walk the Talk

Introduction—Bienvenidos

Routledge eBooks, Aug 6, 2018

In the Heights—Nuestro Trayecto by Yoselin Rodriguez

Art as a Way of Listening

Routledge eBooks, Feb 24, 2023

Art as Voice: Creating Access for Emergent Bilingual Learners (full issue)

Journal of Pedagogy, Pluralism, and Practice, 2017

Berriz. This Special Issue is a result of numerous meetings and engaging collaboration, both with... more Berriz. This Special Issue is a result of numerous meetings and engaging collaboration, both with members of the JPPP Editorial Board as well as the Special Editors, to focus on a publication that targets the intersection of the arts, literacies and language learning. We have been enthusiastic about specifically using Lesley University's online journal as a free access peer-reviewed publication to make this issue more accessible to educators, professionals and advocates in a range of environments. The uniqueness of this Special Issue is that the editors and authors contribute to scholarship on arts and multicultural education, and add to this body of knowledge by helping fill three distinct gaps in current scholarship: first to specifically address literacy acquisition with emergent bilinguals, second to examine language and literacy within elementary education and third to focus on pedagogy and practices across grade levels. The Introductory Chapter frames the epistemological lens and frameworks used by the Special Editors, Professors Wager, Poey and Berriz, in examining their approach to teaching and learning through the interdisciplinary domains of arts and learning in multicultural and multilingual settings, as well as literacy acquisition with emergent bilinguals. The nine chapters, divided into three sections, provide local and national examples from scholars and practitioners on pedagogical approaches to describe the range of multimodal literacies and language learning in educational settings. Each article was selected to demonstrate how the arts can be used to build on language learning practices among a variety of constituents, such as educators, community youth workers and those involved in advocacy work. I welcome how the editors and authors encompass a methodology that addresses the interplay of class, gender and ethnic/race identities as it intersects with language and literacy, schooling and educational policy, illustrating a commitment to culturally responsive practices and inclusive communities of practice. The concluding chapter provides a rich archive of resources that can be used to further engage with multilingual educational practices as well as theoretical and pedagogical approaches on using the arts to enhance academic access and success for children, youth and families who are in the process of learning another language. In this Special Issue we have also included an engaging review, by Frank Daniello, Professor of Elementary Education at Lesley University, of the book Child's Social and Emotional Well-Being: A Complete Guide for Parents and Those Who Help Them (2016), authored by Dacey, Fiore and Brion-Meisels. Professor Daniello provides an overview and assessment of how traditional schooling and public education curriculum has not adequately promoted children's social and emotional learning (SEL). In addition, he examines concrete actions, strategies and exercises proposed by the authors to engage children in SEL. He highlights the value of collaboration between organizations and parents, caregivers and educators in supporting children's SEL. We hope JPPP can provide a forum for scholars in the humanities, arts, sciences, education, social sciences and human services to promote cultural criticism and pluralistic approaches to teaching and learning. The Editorial Board also seeks to present a balance of practitioner-research, philosophical and theoretical essays to showcase interdisciplinary lenses as diverse forms of inquiry. In addition, our goal is to increase and enhance access, both within the Lesley academic community, as well as reaching teachers, learners and practitioners across national and international borders. A special thanks to the efforts of Danielle Powell, our eLearning and Instructional Support (eLIS) team member, and more recently Philip Siblo-Landsman, our Research, Instruction and Digital Scholarship Librarian, for technical expertise with layout, formatting and uploading of the Journal of Pedagogy, Pluralism and Practice to its new home in the DigitalCommons@Lesley within the Sherrill library. We strive to make the JPPP more accessible to a global readership. We hope this issue helps provide new insights and understandings of complex issues facing educators and families living and working in multicultural and multilingual communities at the local and national level.

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Walk the Talk—Cantastoria

Art as Voice: Summary of Chapters

Journal of Pedagogy, Pluralism, and Practice, 2017

Practice focuses on how artistic practices are used to increase literacy and language abilities w... more Practice focuses on how artistic practices are used to increase literacy and language abilities with multilingual learners. It includes voices from the field that explore how the arts intersect with sociocultural ways of knowing and advocacy, while promoting multilingual practices in schools, community settings, and higher education. Throughout this special issue, we refer to English language learners (ELLs) as "emergent bilingual learners" (EBs) to honor the assets that multilingual students bring to our schools and communities (García, 2009). Since those who speak English as their first language began as, and still are, English language learners, this work benefits all students. Being able to speak, read and write in more than one language is significantly advantageous in our increasingly global society.

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Hear Me, Tell My Story

Routledge eBooks, Feb 24, 2023

Art as a Way of Talking for Emergent Bilingual Youth

Routledge eBooks, Aug 6, 2018

Art as Voice: Creating Access for Emergent Bilingual Learners (full issue)

In this introductory chapter, we share our positionalities in the hope of providing readers with ... more In this introductory chapter, we share our positionalities in the hope of providing readers with the knowledge as to why this special issue is so close our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. After contextualizing these realities, we touch upon theories that drive this work, specifically relating to the arts, literacies, and language acquisition, and demonstrate how we have put these theories into practice by providing rich examples of using the arts as voice with emergent bilingual students, families, and communities. Finally, we conclude with an invitation to read onwards, to review the final chapter that includes multiple resources for those working with EB learners, and to develop and share your own bank of resources.

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Diverse Experiences and Complex Identities: A Resource Archive of Artists’ and Educators’ Works

This concluding article builds on the ideas developed throughout this special issue by providing ... more This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical pedagogy sources. While expansive in content, this list is limited, based on sources that have inspired and shaped our work. We invite you to explore it, edit it, add to it, develop your own and share it.

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Introduction to Art as Voice: Creating Access for Emergent Bilingual Learners

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2002 "Connecting the Classroom and the Community: Making the Bridge with Arts and Oral History," in Beykont, Z.F. (Ed.) (2002), The Power of culture: Teaching across language difference. Cambridge, MA: Harvard Education Publishing Group. Presentation at American Education Research

Images of freedom : sketches of emergent bicultural identities of three Latino third-grade students /

ABSTRACT

The emergent cultural identity of Puerto Rican and Dominican third-grade students and its relation to academic performance /

ABSTRACT

2008. “Building Community Beyond Limit-Situations” in Dear Paulo: Letters from those who dare to teach. Sonia Nieto, Ed. Boulder, CO: Paradigm

2003 “La Revuelta”: a political Autobiography in the Journal of Pedagogy, Pluralism and Practice, Issue #7: Fall 2003. Cambridge, MA: Lesley University. Available online: http://www.lesley.edu/journal-pedagogy-pluralism-practice/berta-berriz/la-revuelta/

2014 “Looking Forward Backwards: Teaching Freedom and Democracy in the Classroom” in Why We Teach Now? edited by Sonia Nieto, Teachers College Press. New York, NY

Art as Voice: Summary of Chapters

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Art as a way of listening

by Berta R Berriz and Vivian M A R I A Poey

Art as a Way of Listening: Centering Student and Community Voices in Language Learning and Cultural Revitalization, 2023

Walk the Talk

Introduction—Bienvenidos

Routledge eBooks, Aug 6, 2018

In the Heights—Nuestro Trayecto by Yoselin Rodriguez

Art as a Way of Listening

Routledge eBooks, Feb 24, 2023

Art as Voice: Creating Access for Emergent Bilingual Learners (full issue)

Journal of Pedagogy, Pluralism, and Practice, 2017

Download

Walk the Talk—Cantastoria

Art as Voice: Summary of Chapters

Journal of Pedagogy, Pluralism, and Practice, 2017

Download

Hear Me, Tell My Story

Routledge eBooks, Feb 24, 2023

Art as a Way of Talking for Emergent Bilingual Youth

Routledge eBooks, Aug 6, 2018

Art as Voice: Creating Access for Emergent Bilingual Learners (full issue)

Download

Diverse Experiences and Complex Identities: A Resource Archive of Artists’ and Educators’ Works

Download

Introduction to Art as Voice: Creating Access for Emergent Bilingual Learners

Download

Images of freedom : sketches of emergent bicultural identities of three Latino third-grade students /

ABSTRACT

The emergent cultural identity of Puerto Rican and Dominican third-grade students and its relation to academic performance /

ABSTRACT

2008. “Building Community Beyond Limit-Situations” in Dear Paulo: Letters from those who dare to teach. Sonia Nieto, Ed. Boulder, CO: Paradigm

2014 “Looking Forward Backwards: Teaching Freedom and Democracy in the Classroom” in Why We Teach Now? edited by Sonia Nieto, Teachers College Press. New York, NY

Art as Voice: Summary of Chapters

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Art as a Way of Talking

by Amanda Claudia Wager, Vivian M A R I A Poey, Berta R Berriz, and Lilia Bartolome

Routledge, 2018

This book features effective artistic practices to improve literacy and language skills for emerg... more This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

Berta R Berriz

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