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The study highlights how classroom gardens support communication and help learners cross language barriers as they engage in experiential, place-connected learning.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Williams, Portland State University, United States & Jennifer Anderson, Ashland Park-Robbins, United States  \nAbstract  \nThis case study explores what it is like for culturally and linguistically diverse adolescents who are low-income English Language Learners to experience gardenbased education at their school’s Learning Gardens in southeast Portland, Oregon, even as they and their families—driven from their homelands as immigrants and refugees—try to establish roots and call Portland their new “home.” This is a story of 16 sixth graders from seven countries for whom the Learning Gardens provide context and milieu for expression of their connection to place as they grow food and engage in significant ways in learning that encourage communication, crossing the English language “barrier.” Students’ experiences and conversations are captured as they develop a sense of belongingness, home, and place when connecting with soil, food, nature, peers, and adults in the Learning Gardens.  \nRésumé  \nL’étude de cas examine la réalité d’adolescents de cultures et de langues différentes en situation defaible revenu et d’apprentissage de l’anglais étant exposés à des cours axés sur le jardinage aux Learning Gardens de leur école, dans le Sud-Est de Portland, en Oregon, d’autant plus qu’ils tentent d’ancrer leurs racines (ce sontdes expatriés, des immigrants et des réfugiés) et defaire de Portland leur nouveau chez-soi. Voici l’histoire de seize élèves de sixième année provenant de sept pays, pour qui les Learning Gardens constituent un contexteetun milieu leur permettantd’exprimer leur rapport au lieu, pendant qu’ils cultivent des aliments et se livrent tangiblement à un apprentissage favorisant la communication, franchissant la soidisant barrière de la langue anglaise. Les expériences et les conversations de ces élèves sont consignées à mesure qu’ils acquièrent un sentiment d’appartenance, de résidence et de lieu lorsqu’ils entrent en contact avec la terre, la nourriture, la nature, leurs collègues et les adultes des Learning Gardens.  \nKeywords: Learning Gardens, sense of place, cultural and linguistic diversity, social justice, experiential learning, food-based and garden-based education, English Language Learners  \nSchool Gardens and Diversity Pedagogy  \n“Who are these children that speak in tongues and live in fire? What happens to them as they move through the educational system?”(Castaneda, 1996, p. 201)  \nCanadian Journal of Environmental Education, 20, 2015 25  \nSchool garden programs are proliferating across most states and climate zones in the United States and also in other countries (Blair, 2009; Williams & Dixon, 2013) . There is heightened interest in local food production, driven by fear over industrialized processed food, increasing obesity rates, type 2 diabetes, and outbreaks of salmonella and E. Coli among other pathogens (Eisenmann, Gundersen, Lohman, Garsky, & Stewart, 2011; Hedley et al. , 2004; Vivian, Carrel,& Becker, 2011), along with the sedentary modern lifestyle of children (Louv, 2005; NCLI, 2009) . A survey of the literature shows that gardens are promoted for a multitude of educational purposes that include: academic learning; community and parental involvement; environmental empathy and stewardship; food literacy and healthy eating habits; motivation and engagement; personal, social, and/or moral development; play and physical activity; and school bonding (Blair, 2009; Ozer, 2007; Williams & Dixon, 2013) .  \nIn fostering interdisciplinary learning (Ruiz-Gallardo, Verde, & Valdes, 2013), intergenerational learning (Mayer-Smith, Bartosh, & Peterat, 2009), and multisensory learning (Williams & Brown, 2012), school gardens are also active research sites to explore their pedagogical contribution. With increasingly diverse populations that voluntarily or involuntarily move and relocate to areas beyond their countries of b","cbCaioQedlEEAFc5","https://ap.wps.com/l/cbCaioQedlEEAFc5","pdf",3407719,21,"English","# School Gardens and Diversity Pedagogy\n## Research context and educational rationale\n## Diversity pedagogy and social justice","[{\"question\":\"What is the focus of the case study about Learning Gardens?\",\"answer\":\"The case study explores the experiences of culturally and linguistically diverse, low-income English Language Learners in their school’s Learning Gardens and how the gardens shape their sense of belonging and connection to place.\"},{\"question\":\"Who are the participants and what learning setting do they use?\",\"answer\":\"The study follows 16 sixth graders from seven countries who participate in Learning Gardens at their school in southeast Portland, Oregon, growing food and engaging in learning activities.\"},{\"question\":\"How does diversity pedagogy connect to students’ learning in the gardens?\",\"answer\":\"Diversity pedagogy frames social justice concerns, emphasizing culturally responsive teaching and creating safe, inclusive conditions so learners can succeed despite challenges related to language dominance in standardized testing.\"}]","Tongue-Tied No More: Diversity Pedagogy and Sense of Place in the Learning Gardens | PDF",1792083575,53]