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Full-Text Articles in Education
Teaching For Social Justice: (Post-) Model Minority Moments, Candace J. Chow
Teaching For Social Justice: (Post-) Model Minority Moments, Candace J. Chow
Journal of Southeast Asian American Education and Advancement
Much of the literature on model minority discourse focuses on impacts of this stereotype on students. Though the Asian American teacher population is small, it is useful to consider how this stereotype also affects the work of Asian American teachers, their identities, and their pedagogy. This article examines how two Southeast Asian American teachers envision teaching for social justice. Although it appears that these two teachers are products of the model minority stereotype because they have succeeded educationally, a closer examination of their educational pathways reveals that many obstacles, including poverty and a lack of English fluency, could have easily …
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Why “Correcting” African American Language Speakers Is Counterproductive, Alice Lee
Language Arts Journal of Michigan
In this article, I address the topic of AAL usage in the classroom, particularly the line of thinking that assumes “correcting” the language is what will “set students up for success” in the future. By providing some abbreviated information on how children acquire language, I explain how AAL “correction” is actually counterproductive for student “success”—in both language acquisition and learning. Additionally, I will offer practical suggestions for how AAL can be incorporated in curriculum and instruction.
A Phenomenological Study Of Graduate Chinese Students’ English Writing Challenges, Papia Bawa, Sunnie Lee Watson
A Phenomenological Study Of Graduate Chinese Students’ English Writing Challenges, Papia Bawa, Sunnie Lee Watson
The Qualitative Report
More students from China are looking to the United States for learning opportunities. However, such students have serious English writing deficiencies. This is due to significant differences between the two languages. This phenomenological study of five Chinese, graduate level students in the United States, informs us of these issues and provides a basis upon which we can explore viable instructional strategies to deal with such issues. The key findings suggest that the participants feel marginalized due to English language deficiencies, which is complicated by a deficiently structured English language instructional system. Based on these findings, several themes are presented that …
The Looking Glass Effect: A Phenomenological Study Of Graduate Asian Students’ English Writing Challenges, Papia Bawa, Sunnie L. Watson
The Looking Glass Effect: A Phenomenological Study Of Graduate Asian Students’ English Writing Challenges, Papia Bawa, Sunnie L. Watson
Journal of Research Initiatives
Increasingly more students from China are looking to the USA for learning opportunities. Despite being beneficial for both stakeholders, this phenomenon has some deep-rooted issues pertaining to cross cultural language acquisition barriers that may be preventing such learners from reaching their full potential in academic accomplishments. This phenomenological study of five Chinese students in the USA, engaged in the process of English language communication, is a step towards understanding this phenomenon. The study’s findings led to the development of a new metaphorical paradigm (Looking Glass Effect Paradigm) to explain the key issues faced by such learners, a new pedagogical approach …