Open Access. Powered by Scholars. Published by Universities.®
Bilingual, Multilingual, and Multicultural Education
School of Social Work Faculty Publications and Presentations
Articles 1 - 5 of 5
Full-Text Articles in Education
Exploring Experiences Of Postsecondary Education For Adult Learners From Communities Of Color In Oregon, Roberta Hunte, Gita R. Mehrotra, Miranda Mosier, Eva Skuratowicz, Kylee Sanders, Kevin Cherry, Anita Gooding
Exploring Experiences Of Postsecondary Education For Adult Learners From Communities Of Color In Oregon, Roberta Hunte, Gita R. Mehrotra, Miranda Mosier, Eva Skuratowicz, Kylee Sanders, Kevin Cherry, Anita Gooding
School of Social Work Faculty Publications and Presentations
In 2018, the State of Oregon’s Higher Education Coordinating Commission (HECC) received funding from Lumina Foundation1 through a Talent, Innovation, and Equity (TIE) partnership grant to help reduce educational disparities faced by students of color. A key component of this work included focus group research on adult learners – those aged 25 to 64 years old – around the state. Through this research HECC aims to improve the success rates of underrepresented students in postsecondary education and training (specifically African American, Hispanic/Latinx, Native American/Alaska Native, and Native Hawaiian/Pacific Islander Oregonians) and make progress toward the State’s Adult Attainment goal. Strategies …
Translanguaging Through Story: Empowering Children To Use Their Full Language Repertoire, Erin E. Flynn, Selena L. Hoy, Jessica L. Lea, Monica A. Garcia
Translanguaging Through Story: Empowering Children To Use Their Full Language Repertoire, Erin E. Flynn, Selena L. Hoy, Jessica L. Lea, Monica A. Garcia
School of Social Work Faculty Publications and Presentations
Translanguaging through story documents the progression of an emerging bilingual preschooler who draws on his full linguistic repertoire to story his experiences with others. Over the course of the school year, Diego progresses in his ability to tell a complete story in both English and Spanish. Repeated engagement in storytelling provides the support needed for Diego to continue and extend ideas in his stories and in his drawing and play. The case shows how opening the space for children to use their full language repertoire enables a child to reciprocally develop named languages like English and Spanish as he improves …
Ideas In Dialogue: Leveraging The Power Of Child-Led Storytelling In The Multicultural Preschool Classroom, Erin E. Flynn
Ideas In Dialogue: Leveraging The Power Of Child-Led Storytelling In The Multicultural Preschool Classroom, Erin E. Flynn
School of Social Work Faculty Publications and Presentations
An investigation into the interactive features of small group, child-led storytelling in preschool classrooms serving lower socioeconomic status (SES), multilingual children shows both the affordances and constraints of positioning children to author their own experiences in the classroom. In story circles, children told stories which included canonical instantiations of story and culturally-shaped features. Through their stories, the children advanced ideas, built connections, and evaluated ways of telling stories as they continued ideas like threads from story to story. Child-led storytelling did not disrupt the dynamics of power through which some ways of using language are privileged while others are marginalized. …
“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling In A Multicultural Society, Simona Goldin, Erin E. Flynn, Cori Mehan Egan
“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling In A Multicultural Society, Simona Goldin, Erin E. Flynn, Cori Mehan Egan
School of Social Work Faculty Publications and Presentations
This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing …
Language Rich Early Childhood Classroom: Simple But Powerful Beginnings, Erin E. Flynn
Language Rich Early Childhood Classroom: Simple But Powerful Beginnings, Erin E. Flynn
School of Social Work Faculty Publications and Presentations
This article highlights research exploring the benefits of small group storytelling as a way to promote rich language in early childhood classrooms. Using the storytelling of children from a preschool classroom serving lower SES children, the collaborative affordances of story circles are explored. Results show that small group storytelling engages children in ways of using language associated with literacy learning. When storytelling, children use language in extended, multi-clause turns, relaying what happened in another context. Story requires children to communicate what happened as well as the interpersonal significance of events. Small group storytelling also gives children a chance to practice …