ࡱ> z|wxy] qbjbjzqzq hg/\/\64!4!4!4!4!h!h!h!8!,#lh!f#####%%%%f'f'f'f'f'f'f$hjl*kf-4!&%"%&&kf4!4!##xfo1o1o1&z4!#4!#%fo1&%fo1o1czx]#x6.*[`ff0f\l(m+(mp]]j(m4!]@%"%o1%&%%%kfkf{.%%%f&&&&(m%%%%%%%%%> : tongue-tied no more: diversity pedagogy and sense of place in the learning gardens who are these children that speak in tongues and live in fire? what happens to them as they move through the educational system? antonia castaneda this case study explores what it is like for culturally and linguistically diverse adolescents who are low-income english language learners (henceforth, ell 世界杯2022赛程表淘汰赛 ) to experience garden-based education at their schools learning gardens in southeast xtown, xstate, even as they and their families -- driven from their homelands as immigrants and refugees -- try to establish roots and call xtown 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 encourages communication crossing the english language barrier. 世界杯2022赛程表淘汰赛 experiences and conversations are captured into tales of important happenings (dyson & genishi, 1994, p. 2) as they develop a sense of belongingness, home, and place when connecting with soil, food, nature, peers, and adults, in the learning gardens. school gardens and diversity pedagogy school garden programs are proliferating across all states and climate zones in the united states and also in other countries. 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 et al., 2011; hedley et al., 2004; vivian et al., 2011), along with the sedentary modern lifestyle of children (louv, 2005). a survey of the literature shows that gardens are promoted for 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; author, 2013). in fostering interdisciplinary learning (ruiz-gallardo et al., 2013), intergenerational learning (mayer-smith et al., 2009), and multisensory learning (author, 2012), school gardens are also active research sites exploring their pedagogical contribution. with increasingly diverse populations that voluntarily or involuntarily move and relocate to areas beyond their countries of birth, garden-based education provides opportunities for children and youth to grow food and to be connected to place (cutter-mckenzie, 2009; mayer-smith et al., 2009). as abelman (2005) states: the process of growing food is settling. it provides clear and immediate sense of how one's actions affect the world. gardens provide great metaphors for life, the circle of birth and death made palpable because it is seen firsthand year after year. working with the soil offers a sense of accomplishment and personal power. (p. 181) moreover, if we consider eating to be a cultural act (montanari, 2006), then gardens at school sites provide a practical entry point to address the growing cultural diversity encountered in schools. for this, garden programs can draw upon diversity pedagogy framed within concerns for social justice as 世界杯2022赛程表淘汰赛 who try to learn content in the dominant language are often challenged and at a disadvantage performing on standardized tests (gay, 2010; neito, 2011; sheets, 2005). research concurs that educators must adapt if learners of english language are to succeed in school. effective diversity pedagogy views the natural connectedness of culture and cognition as key to linking the teaching-learning process to diversity (sheets, 2005). diversity pedagogy has interconnected dimensional elements that guide teachers, including: consciousness of difference; ethnic identity development; social interaction and interpersonal relationships; safe and inclusive classrooms; culturally responsive education; self-regulated learning; language usage; and self-evaluation. by building meaningful bridges between home and school experiences, the cultural heritage of different groups can be legitimized. in the learning gardens laboratory in xtown, state, this connection is explored. learning gardens and clary middle school learning gardens laboratory (henceforth, learning gardens) is situated at a 13-acre site opposite clary middle school (grades 6, 7, 8). it was co-founded by the first author in 2005 through partnership among xtown state university, xtown public schools, and the city. serving multicultural, low-income, outer southeast xtown neighborhoods, the goals are to meet the diverse learning needs of clary youth and address health and food issues in collaboration with university 世界杯2022赛程表淘汰赛 through participatory exploration of food-based and garden-based teaching and learning. over the past decade, interdisciplinary, multisensory, intergenerational, and multicultural curriculum and instruction are offered to clary 世界杯2022赛程表淘汰赛 during the academic year. 世界杯2022赛程表淘汰赛 learn about food through an integrated curriculum tied directly to the state standards. besides acquiring basic gardening and cooking skills, 世界杯2022赛程表淘汰赛 discover their ecological connections to the flora and fauna; study science with special focus on botany and nutrition; learn to compost; create art; and share cultural stories about food and gardening. team building is fostered through collaborative garden projects. an ongoing longitudinal study has shown increase in 世界杯2022赛程表淘汰赛 motivational engagement (author et al., 2012). reflecting the growing diversity in the neighborhood, clary is culturally and linguistically diverse: 15% asian, 8% african american, 24% hispanic, 3% native american, 4% multiple ethnicities, and 45% white. in 2010, more than 19 different languages were spoken at home and about 18% of the 420 世界杯2022赛程表淘汰赛 were english language learners. in addition, 81% qualified for free and reduced lunch and 24% for special education, indicating low socio-economic status and high special needs. the academic achievement gap has continued to persist between racial minority groups and whites and also for the ell 世界杯2022赛程表淘汰赛 ; hence, pedagogy at the learning gardens is adapted to address their needs. for the new immigrants and refugees, in particular, gardens are considered venues where they can express themselves without feeling inadequate, shy, and tongue-tied. methodology and data sources by taking a closer look at how ell 世界杯2022赛程表淘汰赛 experienced garden-based education at the learning gardens, we sought to better understand how the diverse learning needs of this student population could be addressed. as a garden educator and field researcher, the second author collaborated with other university garden educators to plan and implement curriculum and instruction attending to 世界杯2022赛程表淘汰赛 needs. she has a teaching license with an english as second language endorsement. social justice and diversity pedagogy were the guidepost driving the learning gardens program. an interpretive/constructivist paradigm was used for this qualitative case study as the field researcher had an on-going relationship as garden coordinator with the 世界杯2022赛程表淘汰赛 and teachers at clary and hence was a full participant. a full participant is simultaneously a fully functioning member of the 'community,' as well as researcher (mertler, 2012, 70). because of this involvement, as lecompte and schensul (1999) explain, the data were informed by the field researcher's personal experience in interaction with the study participants (p. 59). interpretivists also focus on the stories told in the voices of many different people [and show] concern with what's going on within and between individuals (lecompte & schensul, 1999, p. 49). for this study, 世界杯2022赛程表淘汰赛 shared their personal experiences through photographs, interviews, reflections, informal conversations, and harvest of the month (hom) projects. subject recruitment each week about 150 sixth grade 世界杯2022赛程表淘汰赛 from clary school visited the learning gardens. the sample for this study consisted of 16 sixth grade 世界杯2022赛程表淘汰赛 identified by the school as ell 世界杯2022赛程表淘汰赛 ; eleven were girls and five were boys. seven of the 世界杯2022赛程表淘汰赛 were born in vietnam, four were from mexico, and the remaining 世界杯2022赛程表淘汰赛 families had immigrated from china, estonia, laos, nicaragua, and ukraine. they spoke lao, mandarin, russian, spanish, thai, ukrainian, and vietnamese. tuesday through thursday, two different classes spent approximately 90 minutes per week at the learning gardens. each visiting class of 24 to 28 世界杯2022赛程表淘汰赛 was divided into three smaller groups of 7 to 9 世界杯2022赛程表淘汰赛 assigned to one of the garden educators, with the ell 世界杯2022赛程表淘汰赛 assigned to the field researcher. data sources data sources included: photographs taken by field researcher and 世界杯2022赛程表淘汰赛 and their free-write responses, semi-structured interviews, student and field researcher reflections, and harvest of the month collaborative projects. over six months, each data source added a rich, intricate layer to our understanding of ell 世界杯2022赛程表淘汰赛 garden experiences. photographs: three cameras were given to ell 世界杯2022赛程表淘汰赛 during their garden visits to document what was most important to them. photographic images are quick, inexpensive, information rich, digital, and evocative, according to thorp (2006). not only do photographs help recall details, but visual images encourage readers to take a closer look at the small social worlds of our inquiry. visual imagery adds a layer of complexity to our texts and representations pointing to specific moments of human interaction (thorp, 2006, p.128). ell 世界杯2022赛程表淘汰赛 took photographs to visually document their experiences. research reveals that visually based research techniques provide data not available via language-centered procedures (raggl & schratz, 2004). with the photographs 世界杯2022赛程表淘汰赛 created a collaborative photo-journal for their classroom in which they told their story. 世界杯2022赛程表淘汰赛 interpreted and explained the meaning and context of the photograph, by responding to the following prompts, referred by the acronym say: s-what do you see? a-what is actually happening? what activity is going on? what is the lesson about? y-connect to you. why is this moment important for you? how do you feel about it? semi-structured interviews: toward the end of the term, semi-structured interviews were conducted with the ell 世界杯2022赛程表淘汰赛 individually for 10-15 minutes each to record their final reflections. a poster collage of photographs representing a range of garden activities was presented to them and photo elicitation technique was used to stimulate memories, thoughts, and feelings. open-ended prompts encouraged discussion: if you were to tell your family about the learning gardens, what would you say? how do you feel about the learning gardens? what have you learned? what will you remember most? how is this garden experience different than the rest of your classes at clary? harvest of the month (hom) project: for their hom projects, 世界杯2022赛程表淘汰赛 were asked: if you could pick any vegetable to be harvest of the month, what would you pick? they connected their hom to their home and culture. this activity is captured in the data analysis section. informal conversation/unstructured prompts/observations: in order to build trust and relationship, informal conversations with 世界杯2022赛程表淘汰赛 allowed for rich, personalized information captured during self-reflections by the field researcher. data analysis and findings triangulation, an aspect of research credibility, was used during analysis. data were coded with elements of diversity pedagogy serving as framework. responses were clustered under three broad areas (figure 1): social relationships and safe and inclusive setting; culturally responsive instruction that included connections to food, culture, and language, as also seen in the hom projects; and, since multiple senses were used in the gardens that triggered 世界杯2022赛程表淘汰赛 food memories of home, we also used experiential and multisensory learning as a category. collectively, these experiences helped 世界杯2022赛程表淘汰赛 with developing a sense of place. as 世界杯2022赛程表淘汰赛 bonded with one another and with place, they called the learning gardens safe and it felt like home. for each key area, the analysis section presents a sample of activities to ground the discussion of data.  shape \* mergeformat  figure 1: sense of place in the learning gardens social relationships, safe and inclusive place/setting activities: one day, when 世界杯2022赛程表淘汰赛 entered the garden, they immediately set to work in the soil. stepan (from estonia) hurried ahead to his plot wearing gloves. the 世界杯2022赛程表淘汰赛 started by forking, raking and weeding, working meticulously to prepare their garden beds. leah and val (from vietnam), carina (from mexico), and lidiya (from ukraine) ventured off to dig up the daughters of strawberry plants and relocate them into their group bed. carina and val carefully transplanted the strawberries into the soil (as seen in figure 2), and watered them deeply; they photographed the entire process zooming in on the little plants for a close-up. minh (from vietnam) assumed the role of photographer. next, they planted carrots and radishes, with kim (from vietnam) joining them. they agreed to add sorrel, since lidiya shared, we also grow this at home in ukraine. [insert figure 2 here: transplanting] on another occasion, stepan and truc (from vietnam) were focused on building a pea trellis and felt valued. truc began to speak more, talking of family, hard work, struggles, worries, and joys. interactions like these were common. 世界杯2022赛程表淘汰赛 often cooperated, problem-solved, and learned with partners or in small groups as they engaged in garden activities. for ell 世界杯2022赛程表淘汰赛 , the significance of working collaboratively in the garden went deeper. in response to the question, what do the learning gardens mean to you? the 世界杯2022赛程表淘汰赛 offered these insights: we work as a team.10 or 20 years from now, i will remember the learning gardens. how we worked as a team in our groups in our gardens. what i feel about the learning gardens is that i'm taking care of something with everyone else. you learn to work together. it is a time to bond with friends. activities: lucia (from vietnam), gabriela (from mexico), and mei (from china) shared grade-school memories working in their garden bed. minh anguished over her struggles in school, claiming to be not smart and not knowing much english. their home languages were different: lucia and gabriela spoke spanish. mei spoke mandarin; she shared: english is hard to learn. gabriela often switched between spanish and english and talked about planting with her father: we planted tomatoes, cherry tomatoes. she demonstrated how to plant the tomato start, gently handling the roots, separating the fine threads and placing them into the hole she had created, stating: dad says to keep the dirt with the plant. it's full of nutrients. she felt empowered as she had a talent to share and here she was the expert. they worked together planting in the soil as they selected another large tomato plant and added peas, beans and pepinos (cucumbers). sheets (2005) reminds us that, peer relationships and friendship connections allow 世界杯2022赛程表淘汰赛 to develop social competence. curricular content incorporating friendship as a basic component provides 世界杯2022赛程表淘汰赛 with multiple experiences to enjoy and benefit from their friendship choices. if the classroom is racially diverse, these social opportunities can also prepare them to function competently with cross-race peers. (p. 72) the data confirm the importance of peer and social relationships. place memories were strengthened through activities with peers (see figure 3). truc summed it up best, i will remember the people that i worked with, how we got along. in their photo-voice, 世界杯2022赛程表淘汰赛 captured: i feel peace. i see friendship. i see that we can help harvest and love. i am making new friends. [insert figure 3 here: preparing garden beds] allowing 世界杯2022赛程表淘汰赛 ' cultural, emotional, and social expressions helped them feel valued and included. several ell 世界杯2022赛程表淘汰赛 confirmed this in their interviews. nina, a recent vietnamese immigrant, shared her impressions of the learning gardens: it's like i'm a member. i'm home. i'm safe. i'm comfortable. they help me do what i need to do. gabriela expressed similar sentiment: i feel like i am at home. sheets (2005) explains the elements of a culturally safe context: a classroom environment where 世界杯2022赛程表淘汰赛 feel emotionally secure; psychologically consistent; and culturally, linguistically, academically, socially, and physically comfortable, both as individuals and as members of the groups to which they belong (p. 84). other compelling testimonials to the safe climate of the garden were found in the 世界杯2022赛程表淘汰赛 ' reflections: i feel that the learning garden has helped me feel more comfortable with expressing myself and being able to be who i want to be. i feel good and safe. it's a fun place. no one is judging me for who i am. it is a circle of life of friendship. to me it is a special place where you can go when you are sad because it helps get you happy. you can also find some peace and you can relax yourself. let pressure go away. i feel safe and healthy and i love to see all the green fresh vegetables and fruits. the ell 世界杯2022赛程表淘汰赛 felt that they each had unique backgrounds and life experiences that were special. the learning gardens was a safe, nurturing environment for 世界杯2022赛程表淘汰赛 to build friendships and relationships as they connected with growing food. experiential and multisensory learning in place you feel it, hear it, touch it. instead of looking at a book, you actually work and try to plant a plant. keola (from laos), clary student [insert figure 4 here: student focused on planting] activities: through holistic, student-centered activities, the learning gardens provided unlimited opportunities for ell 世界杯2022赛程表淘汰赛 to interact with plants and place. using not only intellect, but also their hands, heart, and senses, the clary 世界杯2022赛程表淘汰赛 explored, inquired, wondered, observed, discovered, and tried tasting new things as this scenario conveys: 世界杯2022赛程表淘汰赛 were given a 25 square foot piece of land to cultivate beds and grow food. putting their collaborative skills to practice, they designed, dug, planted, and cared for their garden together. they removed rocks and bark chips, raked, forked, broke up mud clods, turned in cover crops, and pulled weeds. the ell 世界杯2022赛程表淘汰赛 worked steadily and enthusiastically (see figure 4). as soon as their tools hit the soil, they began to talk, to connect, to discover. they felt comfortable enough to communicate their thoughts, feelings, and struggles about school, friends, home, and life. connecting to the learning gardens, they were fascinated by the abundance of worms and centipedes they found in the soil. one day they sampled asian pears from the orchard. keola told of a similar variety found in his native country of laos. truc shared her favorite way to enjoy the fruit, with salt, pepper and a little bit of sugar. minh who was a vietnamese immigrant nodded, i eat it like that too. for her, english language was very new. learning gardens are naturally rich sites for sensory engagement, as they are filled with fragrant blossoms, thorny and prickly vines, delicious fruit, rustling leaves, and colorful flowers (author et al., 2012, p. 146). the data confirmed the importance of hands-on, multisensory experiences. ell 世界杯2022赛程表淘汰赛 found pleasure in being active outdoors: digging, planting, harvesting, weeding, mulching, tasting, touching, smelling, eating, and cooking. the interviews captured sentiments about their experiences: i get to work in the soil and plant. it's hands-on instead of talking about it, i get to dig and get messy. that's my favorite thing. i like trying new vegetables, fruits and stuff. fruits that i never heard of. the 世界杯2022赛程表淘汰赛 ' last day reflections further exemplified the value of hands-on experiential learning: we get to be outside and it's refreshing and we get to have fun while learning instead of just sitting on chairs in a classroom reading, writing, or having to do school work. ill remember all the good times we had with planting-what we drank, what we ate, what we found, what we heard, what we helped grow. when asked how the learning gardens differed from their other classes at clary, 世界杯2022赛程表淘汰赛 shared: in class, in school, we just work with papers in science. at learning gardens, we get to do more things. we walk around and talk about how to plant stuff, water. it's a lot funner. you get to feel the breeze. it's hands-on on plants. you actually get to touch them, see them, when we learn about plants. there's fresh air. in clary, we just sit on our butt in our desk and write. it's more interesting here. we get to walk around and learn stuff. we get to get dirty. here we plant and do more stuff outside. in school we just sit in a chair and just learn. here we get a lot of exercise, fresh air. my brain's working harder. i'm moving around. in class i fall asleep. activities: victor (from mexico) claimed a corner of the vegetable bed for himself; he was excited about planting potatoes, sunflowers, and nasturtiums. he protected the space by roping it off with a twine. keola planted onions. in a touching moment, we witnessed his gentleness in handling the delicate starts, placing them one by one in the soil. filipe (from mexico) and omar (from nicaragua) opted to work together to build a pea trellis, awkward at first, unsure of what to do, afraid they might make a mistake. after some encouragement, they began to take more risks and finished the trellis. with increasing confidence, omar wanted to plant radishes. initially quiet and shy, he had grown to speak and participate with his peers. often a plant, a flower, fruit, or vegetable encountered in the garden would elicit a memory, initiate a connection to family and food, bringing 世界杯2022赛程表淘汰赛 of different cultures together as they shared stories. shucking an ear of corn reminded filipe of his grandpa's farm in mexico, hot weather, and raising chickens, and carina of her mom grinding the kernels on a metate and making mole. the smell of cilantro triggered a discussion among many 世界杯2022赛程表淘汰赛 comparing family recipes from vietnam and mexico. all 世界杯2022赛程表淘汰赛 made personal sensory connections to food, family, culture, and language. culturally responsive instruction and harvest of the month project ell 世界杯2022赛程表淘汰赛 need to be able to understand the content presented as well as the language. reed and railsback (2003) summarize: teachers can make content more understandable to their 世界杯2022赛程表淘汰赛 by providing nonverbal cues such as pictures, objects, demonstrations, gestures, and intonation cues. other strategies include building from language that is already understood, using graphic organizers, hands-on learning opportunities, and cooperative tutoring techniques (p. 10). further, they state that to increase 世界杯2022赛程表淘汰赛 ' opportunities to use their language skills in direct communication and for the purpose of 'negotiating meaning' in real-life situations, cooperative learning, project-based learning and one-to-one teacher/student interactions are proven successes (reed & railsback, 2003, p. 10). activities: hom project was seen as a way to address the cultural wisdom brought to the class by the ell 世界杯2022赛程表淘汰赛 . they researched botany, medicinal uses, culinary uses, recipes, geography, and history and included photos, maps, cultural stories, personal narratives, poetry, art/sketches, multisensory reflections, and interviewed family members. this enabled 世界杯2022赛程表淘汰赛 to share important cultural information and instill cultural pride while displaying their posters in the cafeteria. they studied structures and functions of plants and then used the actual parts of plants to initiate the discussion, brainstorm vocabulary words and access prior knowledge. after they touched, examined, dissected, tasted and smelled the various examples of plants, the 世界杯2022赛程表淘汰赛 sketched their observations and filled in the chart in figure 5.  figure 5: harvest of the month 世界杯2022赛程表淘汰赛 made connections to their homes and previous learning and built vocabulary using multisensory explorations. to facilitate their selection, they were told to close their eyes and think of their favorite meal: what fruit, vegetable, or herb do you see? what comes to your mind first? think about a plant you are familiar with or want to know more about. what do you want to see in your school cafeteria or growing in the learning gardens? although the decision took time, each ell student mostly chose a different plant, maximizing diversity and opportunities to learn from each other. they selected cucumber, strawberry, apple, peach, pepper, radish, bamboo, jicama, carrot, cherry, pear, blueberry, watermelon, and potato. they excitedly talked about their plants: tam wanted to study blueberry, mentioning that her mom grew blueberries at home. carina shared a memory of jicama. oh, it's so good with lemon! truc agreed: my mom puts it in soups and salads... and we drink it. we serve it in so many ways in our culture, and they compared their mothers' recipes. the hom unit on corn, generated personal and cultural stories. despite limited verbal english, victor shared a story about himself and his grandpa. my grandpa grows corn in mexico. every summer he puts me to work in the fields. it is hot! he says it is good for me... good for me to work with the corn. we eat the corn too. carina also expressed how her mom ground the corn on a grinding stone. staff had brought metate. gabriela approached the metate and showed how her mom used it. she mixes the maza with water to make tortillas. we use the corn in mole also. this created further interest in corn. a picture of elote, a mexican treat of corn on the cob, covered with mayo and sprinkled with chili, was viewed favorably. hom empowered 世界杯2022赛程表淘汰赛 to take responsibility for their learning and quickly became fascinated with and attached to their research. several 世界杯2022赛程表淘汰赛 mentioned the hom poster project as one of their favorite activities of the year. when putting the final touches on her poster, lidiya added real strawberry leaves, decorative lettering and photos that she had taken at the learning gardens (see figure 6). carina stated, i like looking for information for the harvest of the month. although she struggled at times with reading and writing, carina was very proud of her poster on jicama. [insert figure 6 here: strawberry poster] as 世界杯2022赛程表淘汰赛 researched the origins of their plants, they drew maps, colored, and practiced skills such as reading, note-taking, summarizing key concepts, writing, and sketching. a discussion in spanish and english on tomatillos, tomatoes, and peppers also ensued. photos also adorned the posters. flexibility, choice, and options were of importance to get 世界杯2022赛程表淘汰赛 to maximize their communication. their hom posters were confidently displayed in the cafeteria and overran the hall walls, sharing interesting information for all 世界杯2022赛程表淘汰赛 at clary to learn. conclusion: diversity pedagogy and sense of place in the learning gardens the learning gardens provided countless opportunities for ell 世界杯2022赛程表淘汰赛 to make connections and develop a sense of place which was important as they came from families that were uprooted as immigrants and refugees. they were engaged in growing food and learning in a safe, inclusive group setting, with culturally responsive education. student reflections revealed their understanding of how the learning gardens was benefiting them personally. in response to the prompt to me, the learning gardens means... they stated: time to be in your own little world. letting your imagination go wild. planting dreams in the ground and seeing them grow. if i can do this, take care of a plant, then i can see i can take care of myself and help myself and helping other things. i feel really happy for taking care of plantsmakes me feel like im doing good not only for the plants but for me also. the interviews also demonstrated what 世界杯2022赛程表淘汰赛 gained from their time at the learning gardens: i'm proud of myself, that i get to learn something new and when i get home i get to plant stuff and make a garden. i learned how to plant we learn what season it is and what to plant in what season. i learned not to plant certain things in winter because it'll die. it's better to plant in summer, it grows. david orr (2005) captures the significance of place as promoting diversity of thought and a wider understanding of interrelatedness. places are laboratories of diversity and complexity, mixing social functions and natural processes (p. 91). at the learning gardens laboratory, ell 世界杯2022赛程表淘汰赛 connected to place. as evident in their photographs, reflections and interviews, many 世界杯2022赛程表淘汰赛 were clearly attached to the learning gardens. gruenewald (2003) points out that place-based learning offers a vibrant counterpoint to the dominant system of education, which fails to connect meaningfully to the lives of learners and the communities from which they come (p. 621). we discovered from the data that many ell 世界杯2022赛程表淘汰赛 were aware of the limitations of the classroom. as an alternative to the classroom, the learning gardens as places are deeply pedagogical centers of experience and meaning-making [and] teach us who, what, and where we are, as well as how we might live our lives (gruenewald, 2003, p. 636). at the learning gardens, 世界杯2022赛程表淘汰赛 recognized the merits of their visits. they referred to the learning gardens as a place to garden and harvest, care for the environment, and grow my plants and food. at the gardens, they learned how to nurture different plants and prepare vegetables and they learned about what's important. from their detailed photographs of dew covered lupines, pollen collecting bees, and pink pear blossoms, the significance of the natural environment was clear. place-based education is experiential, providing context that is specific to the dynamics of the place; it is multidisciplinary, and connects place with self and community (smith & sobel, 2010). the study of place involves complimentary discussions of intellect: direct observation, investigation, experimentation, and skill in the application of knowledge (orr, 2005, p. 90). for smith (2002), one of the primary strengths of place-based education is that it can adapt to the unique characteristics of particular places, and in this way it can help overcome the disjuncture between school and children's lives that is found in too many classroom (p. 584). considering these attributes, the learning gardens provided an important context for ell 世界杯2022赛程表淘汰赛 to connect to the land, the plants, the vegetables, their group, their teacher, their families, their culture, and themselves. outside of their classroom, 世界杯2022赛程表淘汰赛 experienced an integrated, hands-on curriculum that allowed them opportunities to relate with each other and with the environment. at the learning gardens, several of the ell 世界杯2022赛程表淘汰赛 felt comfortable being themselves, speaking in their native languages and using english, investigating questions, and demonstrating skills in front of their classmates. they were no longer shy and quiet for words. garden-based approach to learning can be a source of relief for ell 世界杯2022赛程表淘汰赛 from the stress they face from high-stakes testing and the difficulties of communication in the traditional classroom. desmond et al. (2002) note that garden-based learning has the potential to enrich basic education in all cultural settings (p. 9). although limited, research with culturally diverse 世界杯2022赛程表淘汰赛 shows similar empowerment (cutter-mckenzie, 2009; mayer-smith et al., 2009). learning gardens can provide alternative models to traditional classroom instruction and also allow for 世界杯2022赛程表淘汰赛 individual expression and exploration. a synergistic relationship exists between garden-based education and diversity pedagogy. using an approach to culturally responsive pedagogy that draws upon prior knowledge, experiences, and frames of reference of culturally diverse 世界杯2022赛程表淘汰赛 enables relevance in learning encounters for them (gay, 2010; sheets, 2005; neito, 2011). many of the attributes of garden-based education that also help with the development of sense of place, coincide with appropriate teaching techniques for addressing diversity and for helping english language learners discover the wonders of place. to effectively reach ell 世界杯2022赛程表淘汰赛 , garden-based programs can integrate experiential, multisensory lessons and build on diversity pedagogy; provide cooperative learning and collaborative projects; support a trusting, respectful, culturally inclusive atmosphere; and allow for the development and strengthening of interpersonal relationships. through sharing of stories, 世界杯2022赛程表淘汰赛 come to understand the significance of their time at the learning gardens. communicating in a safe environment, the english language learners are tongue-tied no more. notes pseudonyms are used for 世界杯2022赛程表淘汰赛 and school. identification of city and state has been removed for review purposes. figures/photos are included in a separate pdf file. references ableman, m. (2005). raising whole children is like raising good food: beyond factory farming and factory schooling. in m. k. stone & z. barlow (eds.), ecological literacy: educating our children for a sustainable world (pp. 175-183). san francisco: sierra club books. author et al. (2012). author (2013). blair, d. (2009). the child in the garden: an evaluative review of the benefits of school gardening. journal of environmental education, 40(2), 1538. cutter-mackenzie, a. (2009). multicultural school gardens: creating engaging garden spaces in learning about language, culture, and environment. canadian journal of environmental education, 14, 122-135. desmond, d., grieshop, j., & subramaniam, a. (2002). revisiting garden based learning in basic education: philosophical roots, historical foundations, best practices, and future directions davis: university of california"davis dyson, a. h., & genishi, c. (eds.). (1994). the need for story: cultural diversity in classroom and community. urbana, il: national council of teachers of english. eisenmann, j., gundersen, c., lohman, g., garasky, s., & stewart, s. (2011). is food insecurity related to overweight and obesity in children and adolescents? a summary of studies, 19952009. obesity reviews, 12(5), e73e83. gay, g. (2010). culturally responsive teaching: theory, research, and practice. (2nd ed.). new york: teachers college press. gruenewald, d. (2003). foundations of place: a multidisciplinary framework for place-conscious education. american educational research journal, 40(3), 619-654. hedley, a., ogden, c., johnson, c., carroll, m., curtin, l., & flegal, k. (2004). prevalence of overweight and obesity among u.s. children, adolescents, and adults. journal of the american medical association, 291, 28472850. lecompte, m., & schensul, j. (1999). designing and conducting ethnographic research. walnut creek, ca: altamira press. louv, r. (2005). last child in the woods: saving our children from nature-deficit disorder. chapel hill, nc: algonquin press. mayer-smith, j., bartosh, o., & peterat, l. (2009). cultivating and reflecting on inter- generational environmental education on the farm. canadian journal of environmental education, 14, 107121. mertler, c. (2012). action research: improving schools and empowering educators. thousand oaks: sage. montanari, massimo. (2006). food is culture. new york: columbia university press. neito, s. (2011). affirming diversity: the sociopolitical context of multicultural education (6th ed.). boston: pearson education, inc. orr, d. (2005). place and pedagogy. in m. k. stone & z. barlow (eds.), ecological literacy: educating our children for a sustainable world (pp. 85-95). san francisco: sierra club books. ozer, e. (2006). the effects of school gardens on 世界杯2022赛程表淘汰赛 and schools: conceptualizations and considerations for maximizing healthy development. health education and behavior, 34, 846863. payne, k. (1998). listening with respect: issues of class and race in working the land. in j. kiefer & m. kemple with m. manaugh (ed.), digging deeper: integrating youth gardens into schools and communities (pp. 40-41). philadelphia: common roots press. raggl, a., & schratz, m. (2004). using visuals to release pupil's voices: emotional pathways to enhancing thinking and reflecting on learning. in c. pole (ed.), seeing is believing: approaches to visual research (pp. 147-162). new york: elsevier. reed, b., & railsback, j. (2003). strategies and resources for mainstream teachers of english language learners. portland, or: northwest regional educational laboratory. ruiz-gallardo, j., verde, a., & valdes, a. (2013). garden-based learning: an experience with at risk secondary education 世界杯2022赛程表淘汰赛 . journal of environmental education, 44:4, 252-270. sheets, r. h. (2005). diversity pedagogy: examining the role of culture in the teaching-learning process. boston: pearson. smith, g. (2002). place-based education: learning to be where we are. phi delta kappan, 83(8), 584-594. smith, g. a. & sobel, d. (2004). place- and community-based based education in schools. new york: routledge. thorp, l. (2006). the pull of the earth: participatory ethnography in the school garden. lanham: altimira press. vivian, a., carrel, e., & becker, t. 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