Education Commons^™

Book Review Of "Differentiating Instruction And Assessment For English Language Learners: A Guide For K-12 Teachers", Melanie Gonzalez

Melanie González

Text: Fairbairn, S. & Jones-Vo, S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia: Calson.

Teaching The American Dream: The Unintended Consequences For Latinx Students Conducting Participatory Action Research, Jennifer Lucko

Jennifer Lucko

In this paper, I draw on my ethnographic fieldwork with Latinx English language learners in Northern California to consider how schools inadvertently contribute to internalized racism by teaching the ideal of an American meritocracy while obscuring issues of social justice affecting students and their families. In what follows I will briefly cover four main points. First, I explain the conceptual framework guiding my analysis of the relationship between school policies and practices and internalized racism. Second, I outline my fieldwork site and the research methods used during my study. Third, I describe how educational policies and practices at the Latinx …

Crossing The Street: Civic Engagement And The Politics Of Belonging Among Latino And Jewish Middle School Students In Northern California, Jennifer Lucko

Jennifer Lucko

In this paper, I draw on 10 months of fieldwork with English language learners in Northern California to explore the possibilities and limitations of Participatory Action Research (PAR) in schools doubly segregated by race and class. Today much of the progress integrating American public schools that occurred in the decade following Brown vs. Board of Education has been reversed—even as the overall population of public school students has become increasingly diverse (Orfield et. al. 2014). During the 2011-2012 academic year, 55% of Latino students and 45% of Black students in California attended intensely segregated schools (i.e., 91-100% minority students), and …

If They Tell Their Stories And No One Hears Them, Does It Challenge The Status Quo?: The Role Of Audience, Listening And Dialogue In Storytelling, Jennifer Lucko

Jennifer Lucko

Storytelling is cultural practice long used by African Americans, Latinxs and Native Americans to understand and resist American structures of inequity and oppression. In this paper, I explore the relationship between the social context of storytelling and the construction of Latinx student identities using ethnographic data gathered during 8 months of fieldwork with nine middle school students from Spanish speaking immigrant families in Northern California. This group of students was invited to join an after-school program together with eight students from a private Jewish day school located across the street. Although one aim of the program was to facilitate intercultural …

Tracking Identity: Academic Performance And Ethnic Identity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko

Jennifer Lucko

This article examines Ecuadorian students' attempts to contest immigrant stereotypes and redefine their social identities in Madrid, Spain. I argue that academic tracking plays a pivotal role in the trajectory of students' emergent ethnic identity. To illustrate this process, I focus on students who abandon their academic and professional ambitions as they are tracked into low‐achieving classrooms, and in the process participate in social and cultural practices that reify dominant stereotypes of Latino immigrants.[academic tracking, identity, immigration, ethnicity, Spain]

"Here Your Ambitions Are Illusions": Boundaries Of Integration And Ethnicity Among Ecuadorian Immigrant Teenagers In Madrid, Jennifer Lucko

Jennifer Lucko

This study analyzes the relationship between a discourse of integration in the European Union and the ways in which the ethnic boundaries of segregated social groups of immigrant children are conceptualized in one working-class and immigrant neighborhood in Madrid, Spain. I use qualitative data gathered during sixteen months of ethnographic fieldwork among Ecuadorian immigrant teenagers to explore the unintended consequences of European efforts to promote the integration of immigrants in member states. My argument is that the pervasive discourse of integration in the European Union is central to a racialized process of subject formation occurring in Madrid through which the …

"We Didn't Have Courage": Internalizing Racism And The Limits Of Participatory Action Research, Jennifer Lucko

Jennifer Lucko

This article follows a group of Latino/a English language learners conducting Participatory Action Research in a segregated school. I examine how students’ perspectives on civic engagement shifted after they joined an after‐school initiative that brought them together with students from a private Jewish day school located directly across the street. Even as students formed new perspectives on civic engagement throughout the year, internalized racism framed how they understood their capacity for civic action.

Ideas In Dialogue: Leveraging The Power Of Child-Led Storytelling In The Multicultural Preschool Classroom, Erin E. Flynn

Erin Elizabeth Flynn

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. …

Translanguaging Through Story: Empowering Children To Use Their Full Language Repertoire, Erin E. Flynn, Selena L. Hoy, Jessica L. Lea, Monica A. Garcia

Erin Elizabeth Flynn

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 …

Grounded Tech Integration: Languages, Marcela Van Olphen, Mark J. Hofer, Judi Harris

Mark Hofer

Wikis, blogs, YouTube, iTunes,virtual field trips, and Webradio offer world language teachers and students many easily accessible opportunities to experience distant cultures and languages. When integrated into a student-centered world languages curriculum, these educational technologies can help enhance language learning and teaching in ways not previously possible.However, the increasing number and expanding possibilities of new technologies for language instruction may obfuscate their most appropriate instructional uses and distract from learning goals.How can we channel our efforts so that we truly integrate technology into world language instruction instead of using it as an add-on? What does it take to use technologies …

[Marvel Studios]Avengers: Endgame Online Streaming Hd, Marvel Studio's

Marvel Studio's

Study Abroad In The Neoliberal Academy: Shifting Geographies, Terri Carney

Terri M. Carney

No abstract provided.

Teaching Language Variation In The Classroom: Strategies And Models From Teachers And Linguists, Michelle D. Devereaux, Chris C. Palmer

Chris C. Palmer

Examining Pre-Service Teachers' Instructional Strategies For Technological Pedagogical Content Knowledge Via Video-Conferencing, Hsiu-Jen Cheng, Hong Zhan

Hong Zhan

This action research observes instructional strategies and appropriateness of the strategies that pre-service teachers have applied during their training based on the Technological Pedagogical Content Knowledge (TPACK) training model. Participants include 14 pre-service teachers who were enrolled in a Distance Education training course in Taiwan. During the course, pre-service teachers were trained to develop teaching skills based on the TPACK training model and applied their skills in video-conferencing teaching which involved 14 American students who were learning Mandarin Chinese as a Foreign Language (CFL) in an intermediate level course in the United States. Data were collected via screen recordings of …

Performing Wechat Recording Tasks In Mixed-Ability Study Abroad Content Courses, Hong Zhan, Leeann Chen

Hong Zhan

This case study explores the use of WeChat’s recording tool as a solution to the challenges of teaching mixed-ability students in content courses offered in study abroad programs. The tool successfully reduced anxiety and boredom, created opportunities for students to engage in personalized learning tasks in real time, enabled instructors to provide individualized feedback, and helped course curriculums stay on track. Data was collected from an online survey, email interview, and students’ recordings of topics and instructor’s feedback. The study determined that using WeChat’s recording function to complete linguistic tasks is a useful instructional tool for a mixed-ability classes in …

Integrating Second Life Into A Chinese Language Teacher Training Program: A Pilot Study, Hsiu-Jen Cheng, Hong Zhan, Andy Tsai

Hong Zhan

Second Life (SL), a 3-D Multi-User Virtual Environment, has been found beneficial to foreign language education because of its immersive and interactive environments. This cross-continental study explored feasibilities of using Second Life to provide field experiences to pre-service Mandarin teachers in a program of Teaching Chinese as a Foreign Language in Taiwan. This study also investigated pre-service teachers‘ insights of teaching Chinese in such a virtual environment, as well as the difficulties these teachers encountered when integrating Second Life in teaching Chinese. The study found that the more teaching experience the pre-service teachers gained in teaching Chinese in Second Life, …

The Role Of Technology In Teaching And Learning Chinese Characters, Hong Zhan, Hsiu-Jen Cheng

Hong Zhan

Chinese characters have been an obstacle preventing the development of Chinese proficiency for learners of Chinese whose native language does not have characters. A substantial literature review identified linguistic, pedagogical, and political factors as causes of those difficulties. Tone changes represent different meanings of a word. Compound characters include the phonetic component radicals that do not always sound the same as the phonetic radicals. These unique linguistic features of the Chinese language add even more challenges for learning of Chinese as a foreign language (CFL). Technology integration has been found to facilitate the teaching and learning foreign languages in many …

Book Review: Mcgraw-Hill's Chinese Dictionary & Guide To 20,000 Essential Words, Hong Zhan

Hong Zhan

Chinese Dictionary & Guide to 20,000 Essential Words is a concise dictionary specially designed for learners of Chinese as a foreign or a second language. This dictionary distinguishes itself from other Chinese language dictionaries by its unconventional character look-up system, a system that searches for a character by counting the total number of “broken marks” (not linked or unlinked strokes) of each character.

Cara Minum Dan Pemakaian Obat Klg Pills, Klg Pills

* 0812-9444-8179 * OBAT-KLG | KLG-ASLI | KLG-PILLs | AGEN-KLG | JUAL-PEMBESAR-PENIS

Who’S Afraid Of Multilingual Education? Conversations With Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty, And Stephen Bahry About The Iranian Context And Beyond, Amir Kalan

Amir Kalan

More than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language …

Teaching Anglo-American Academic Writing And Intercultural Rhetoric: A Grounded Theory Study Of Practice In Ontario Secondary Schools, Amir Kalan

Amir Kalan

This qualitative research project is a grounded theory study of the experiences of five EAL (English as an additional language) academic writing instructors with intercultural rhetoric. Following the academic conversation about contrastive/intercultural rhetoric, this investigation explores narratives of classroom practice in Ontario secondary schools in order to underline L2 writing activities that are sensitive to intercultural rhetoric. This paper includes explanations of the phenomenon of intercultural rhetoric as identified by the interviewed instructors and lists practical strategies employed by the participants. These strategies are organized in three categories: (1) strategies that use the potential of students’ first languages and mother …

Collections Decoded: Reflections And Strategies For Anti-Racist Collection Development (Conference Proceedings), Aisha Conner-Gaten, Tracy Drake, Kristyn Caragher

Aisha Conner-Gaten

Collections Decoded Presentation, Brick & Click 2017, Aisha Conner-Gaten, Kristyn Caragher, Tracy Drake

Aisha Conner-Gaten

(Im)Possible Identity: Autoethnographic (Re)Presentations, Seungho Moon, Chris Strople

Seungho Moon

In this paper, we examine experience, identity, and their intersections. Working from an autoethnographic positionality, we investigate the insufficiencies of language and the limitations of any given researcher with an intent to address multiple realities and their respective interpretations of meaning. Autoethnographic narratives with the use of visual, written, and multimedia representations further acknowledge the dilemmas of qualitative researchers when they cannot fully describe subjectivities in research. What is deemed to be valid research is often indicative of a theoretical framework that aggressively seeks to invalidate other perspectives and ways of knowing. Thus, we create research spaces by employing counter-narratives …

The Arts Community Without Community: Imagining Aesthetic Curriculum For Active Citizenship, Seungho Moon

Seungho Moon

This article is about teaching art-based inquiry and equity pedagogy. The author introduces an aesthetic-inspired afterschool curriculum in the urban context in the United States and theorizes the meaning of active citizenship and community. Conceptually framed by “community without community,” this article explicates the ways in which the ARtS children (Aesthetic, Reflexive thoughts, & Sharing) investigated the meanings of community through dance, poetry, and clay art. The author imagines and theorizes community that goes beyond emphasizing solidarity and a collective “we”-ness in the pursuit of social transformation. Rather, the author argues that “community without community” could be an important framework …

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

David Ingram

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

Roundtable – Teaching Human Rights: Challenges And Best Practices, Shayna Plaut, Kristi Kenyon, Joel Pruce, William Simmons

Joel Pruce

Over the past 20 years, courses addressing human rights have grown dramatically at both the undergraduate and graduate levels worldwide. Many of these courses are housed in specific disciplines, focus on specific issues, and require practical experience in the form of internships/practicums. Amid this growth there is a need to reflect on teaching human rights including the challenges, fears, and best practices. Recognizing that education takes place inside and outside a classroom, this roundtable brings together scholars teaching human rights in a variety of settings to examine the current state of university human rights education. This includes a discussion of …

Standing My Ground: Reflections Of A Queer Indian Immigrant Professor In The U.S. Classroom, Umeeta Sadarangani

Umeeta Sadarangani

No abstract provided.

Nonformal Bilingual Education, Lesley Bartlett, Monisha Bajaj

Monisha Bajaj

No abstract provided.

Welcome To Ilead: An Introduction To Intercultural Communication For Intensive English Program Students, Sharon Tjaden-Glass

Sharon Tjaden-Glass

Presentation introduces participants to the rationale, curriculum, and outcomes of the iLEAD intercultural communication program.