Language and Literacy Education Commons^™

Actitudes En Pro Y En Contra Sobre El Uso Del Lenguaje Inclusivo Y Su Enseñanza En El Salón De Clases De Shl., Brisa Del Bosque, Mica Boh

11th National Symposium on Spanish as a Heritage Language

Con esta investigación, buscamos predecir si la enseñanza del lenguaje inclusivo en español en los salones de clase de español como SHL y como L2, provocará que su uso continúe en la lengua española o pase como una moda efímera.

Encuestamos a 75 instructores de Español K-12 en los Estados Unidos, que compartieron sus opiniones sobre la enseñanza y el uso del lenguaje inclusivo. La mayor parte de los instructores que respondieron nuestra encuesta, han enseñado a estudiantes de SHL y L2.

Como instructores de español, se puede ignorar la propuesta del lenguaje inclusivo y seguir enseñando de la forma …

Towards Shl Benchmarks From The Bottom-Up: High-School Teachers As Curriculum Designers, Isabel Torrubia Gortari, Maureen Wrightson, Elisa Gironzetti

11th National Symposium on Spanish as a Heritage Language

Spanish heritage language (SHL) programs at the secondary level lack a set of standards that address the linguistic, social, affective, and professional needs of students (Potowski & Carreira 2004) and guide the curricular decisions of administrators and teachers. While several curricular proposals currently exist for post-secondary education (e.g., Beaudrie, Amezcua, & Loza, 2021), these are not always easily adaptable or applicable in a secondary school program and can be perceived by secondary teachers as a top-down imposition disconnected from their reality. To address this need, our project engaged researchers, high-school teachers, and administrators in a long-term initiative aimed at: a) …

Creating A Culture For Heritage Speakers In The Midwest: Promoting Spanish And French As Heritage Languages Among Undergraduate Students, Elise M. Dubord, Elizabeth Zwanziger

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Empowering Spanish Heritage Learners Through A Community Informed, Online Medical Spanish Curriculum, Bonnie C. Holmes Ph.D., Kenneth Rhee Md

11th National Symposium on Spanish as a Heritage Language

The lack of standardized medical Spanish curriculum leads to variable content and quality, often neglecting heritage language learners. Also, community engagement efforts seldom extend to curriculum development. Learn about a collaboration between Spanish faculty and a physician to create an innovative, virtual Spanish for healthcare curriculum that addresses these challenges.

Yosoy. Language Education Through Culture: A Project For Spanish-English Bilingual Children And Families., Maria Luisa Parra, Marcela Fritzler

11th National Symposium on Spanish as a Heritage Language

About one-third, 17.9 million, of the nation’s Latina/o/e population is younger than 18 (Krogstad & Gonzalez-Barrera 2018), being the majority bilingual (Krogstad & Gonzalez-Barrera, 2015), with no access to quality bilingual education to address their strengths and needs (García 2014). Questions about this group’s future capabilities to speak Spanish are central to current theoretical and pedagogical inquiries, efforts, and research. The linguistic dynamism between Spanish and other languages that characterizes this group also raises essential questions about the intergenerational continuity of Spanish and its meaning for young Latina/o/e identities (Valdés 2015).

Many families experience interactions in Spanish with sentimientos encontrados …

¿Es Bienvenido El Uso De “Haiga” En Clases De Shl? Reacciones Y Experiencias En Clases De Herencia En Los Estados Unidos, Brisa Del Bosque

11th National Symposium on Spanish as a Heritage Language

En esta investigación cualitativa, he entrevistado a 5 instructores de SHL y a 5 padres/madres de familia con estudiantes de herencia en grados K-12, para escuchar sus opiniones sobre el uso del “haiga” en el salón de clases SHL en los Estados Unidos y en los hogares de hablantes de español como lengua de herencia.

Algunos de los temas y preguntas durante las entrevistas fueron:

¿Cómo se enseña el uso de “haiga”?

¿Se debe enseñar?

¿Se promueve su uso?

¿Lo usas en casa o en tus clases?

¿Se debe corregir?

¿Cuál es la diferencia entre haiga y haya?

El corregir …

Spanish Heritage Learners Speak Out: A Flipgrid-Based Journey To Fluency, Julia Oliver Rajan

11th National Symposium on Spanish as a Heritage Language

Learn how Flipgrid, a dynamic video-based platform, empowers Spanish heritage speakers to enhance pronunciation and fluency. This presentation shares insights from ten students who created reflective video clips, showcasing Flipgrid's interactive approach. With external exams and self-evaluations, their progress was evident. Discover Flipgrid's potential in the Spanish heritage classroom, fostering community and celebrating linguistic heritage.

“Su Español Es Incorrecto”: Challenging Spanish Teachers’ And Students’ Linguistic Beliefs Through Cla In A Dialectology Course, Silvia Perez-Cortes

11th National Symposium on Spanish as a Heritage Language

With the number of Spanish heritage classes and bilingual students being on the rise (Beaudrie, Amezcua & Loza, 2021), there is a pressing need to incorporate pedagogical practices that foster inclusivity and challenge dominant language ideologies (Holguín-Mendoza, 2018; Leeman, 2012; Lacorte & Magro, 2021; inter alia). This necessity is particularly dire at the K-12 level, where teachers ­oftentimes lack the training to deconstruct their own –as well as their students’– linguistic beliefs to offer a more socially-conscious instruction (Hudgens-Henderson & Hackman, 2021).

Following the work of Beaudrie et al. (2021) and Wilson & Marcin (2022), this study examines …

Los Hablantes De Lengua Heredada En Tiempos De La Cultura Snack, Marcela Fritzler

11th National Symposium on Spanish as a Heritage Language

Los hablantes de lengua heredada en tiempos de la cultura snack

Los formatos breves multimodales presentes en el ecosistema mediático brindan muestras de lengua auténticas, en un rico abanico de registros, que favorecen el desarrollo lingüístico de los hablantes de lengua de herencia. De allí que, su inclusión como recursos didácticos genera la posibilidad de crear actividades motivadoras y significativas para este colectivo de estudiantes.

Resumen

Diseñar un programa para hablantes de lengua de herencia requiere tener presente, ante todo, que constituyen un grupo heterogéneo que abarca desde hablantes nativos hasta hablantes de tercera generación y más, si fuera el …

La Representación De La Presencia Maya En Las Clases De Español Como Lengua Heredada, Rachel Showstack, Raúl Rangel, Margarita Francisco

11th National Symposium on Spanish as a Heritage Language

La representación de la presencia Maya en las clases de español como lengua heredada

Las conversaciones sobre el reconocimiento de la diversidad en la sala de español como lengua heredada suelen omitir el tema de la indigeneidad, tanto la historia de las comunidades indígenas en la región que hoy en día se considera Latinoamérica como la presencia de comunidades indígenas procedentes de esa región en Estados Unidos (Fountain, 2023; Parra, 2020). Por otra parte, en el campo de español como lengua heredada, se consideran muy valiosas las actividades que conectan los estudiantes con las comunidades hispanohablantes locales (ej., Martínez & …

Traducción Literaria Y Bilingüismo: Una Propuesta Pedagógica Para Estudiantes De Herencia., Jovana Gomez, Francisco Gonzalez

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Photo Essays: Multimodal Competence In The Shl Classroom, Flavia Belpoliti

11th National Symposium on Spanish as a Heritage Language

No abstract provided.

Teachers’ Preparedness And Professional Learning About Using Educational Technologies During The Covid-19 Pandemic, C. Lorraine Webb, Karen Kohler, Rebekah E. Piper

Reading Faculty Publications

The COVID-19 pandemic has impacted education at multiple levels over the last ten months. One common thread that has remained is the online learning and meeting platform for teachers, students, administrators, and families. This study reports on a survey of 560 K-12 educators across one southernmost part of a south-central state who shared their levels of preparedness during the transition to virtual learning in the Spring of 2020/amid the COVID-19 pandemic. Data analysis revealed that educators continued to focus on professional development during the summer of 2020 in preparation for the new academic year. Additional analysis showed that participants’ self-efficacy …

Cohesion: Uniting Reading And Writing!, Erika Warnick, Elaine Ramzinski, Tasha A. Vice

Reading Faculty Publications

The purpose of this text, or should we say guide, is to help all students in English composition classes - whether stand-alone or coupled with reading courses - understand the connections and the cohesive aspect of reading and writing. The authors used their own years of teaching both reading and writing, for all levels in college, to explain concepts in a straightforward and clear manner for students. The goal is that this becomes a resource - a FREE resource – students can return to time and time again when they have questions or need a refresher even after their English …

Exploring The Literacy Leadership Practices Of Literacy Teacher Educators, Laurie A. Sharp, Roberta D. Raymond, Rebekah E. Piper

Reading Faculty Publications

Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as …

Increasing The Literacy Knowledge Of Teacher Candidates: Why Service-Learning Matters, Ramona T. Pittman, Theresa Garfield, Rebekah E. Piper

Reading Faculty Publications

Educator preparation programs seek to provide teacher candidates with authentic learning experiences that support the learning process, and one means is to engage teacher candidates in service-learning. Elementary schools are tasked with improving the literacy outcomes of struggling readers, and community-based programs focused on literacy, seek to improve the literacy achievement of its’ citizens. This work explores how an educator preparation program collaborated with a community-based organization to provide elementary, struggling readers with 1:1 literacy instruction via teacher candidates from the local university. The aim is to showcase the process, procedures, and benefits of universities partnering with local PK-12 schools …

Affective Variables And Motivation As Predictors Of Proficiency In English As A Foreign Language, Michaela Cocca, Armando Cocca

Kinesiology Faculty Publications

English has become a key subject of educational systems worldwide. Thus, researchers have centered their attention on psychosocial processes that influence English proficiency in EFL settings. The aim of our study was to investigate the relation between affective variables, motivation and proficiency and assess which attitudinal/motivational domains can better predict English proficiency. Mini AMTB and English Proficiency test were employed to a sample of 354 university students. Our findings showed that students’ achievement was significantly associated with their motivational intensity, their attitude towards learning English and their desire to learn it, as well as with their opinion of English native …

Navigating Black Identity Development: The Power Of Interactive Multicultural Read-Alouds With Elementary-Aged Children, Rebekah E. Piper

Reading Faculty Publications

Racial identity development in young children is influenced by interactions with teachers and curriculum in schools. This article, using the framework of critical race theory, critical literacy, and critical pedagogy, explores how three elementary-aged Black children view their own identity development. Specifically, observing how children interact with Movement-Oriented Civil Rights-Themed Children’s Literature (MO-CRiTLit) in the context of a non-traditional summer literacy program, Freedom Schools, to influence their Black identity. Professional development and preservice teacher preparation are needed to support teachers as they navigate through learning about pedagogical practices that increase student engagement.

The Importance Of Teaching Vocabulary: The Whys And Hows, Ashley G. Cummings, Rebekah E. Piper, Ramona T. Pittman

Reading Faculty Publications

This article focuses on providing teachers with the whys and hows to implement tier-two vocabulary instruction in PK-12 grade classrooms. The article examines what is meant by tier-two vocabulary words and the need for increased vocabulary instruction to gain word knowledge. It also offers teachers applicable texts and activities to be used when they become teachers and ways to incorporate a school-to-home connection in support of students' learning of new vocabulary words. The texts and activities are divided into three grade levels: K-2, 3-5, and 6-12. In addition, the article is divided into two sections which outlines the whys and …

Tommy Swings, Tasha A. Vice

Reading Faculty Publications

No abstract provided.

The Effects Of Two Computer-Based Reading Software Programs On Student Reading Performance, Ramona T. Pittman, Vanessa Zamora

Reading Faculty Publications

Reading below grade level at the elementary level continues to be an ongoing nationwide trend in many schools. With an increasing amount of struggling readers and the rising use of educational technology, it is important for school systems to understand the effectiveness of various types of available technology applications to support student reading performance among struggling readers. With this in mind, school systems must know how to determine which technology applications are more effective for increasing student performance with reading. This study focused on two computer-based reading software programs that claim to aid in improving student reading performance, ABCmouse and …

Using Multicultural Children’S Literature To Address Social Issues: The Power Of Interactive Read Aloud, Rebekah E. Piper, Ramona T. Pittman, Tasha A. Vice

Reading Faculty Publications

As the demographics of U.S. schools are changing, educators have to embrace this change and prepare students to adopt diversity and inclusivity as a means to increase students’ understanding of their peers. Not only are race and ethnicity identities at the forefront of these changes, gender identity and ability identity must also be supported, as more students are challenging traditional gender roles and as more students are mainstreamed into regular education classes. This article seeks to address usage of interactive read alouds of multicultural literature as a means to help bridge students who need inclusive
and equitable pedagogical practices in …

Burning In New Mexico, Tasha A. Vice

Reading Faculty Publications

No abstract provided.

Creating Elementary-Aged Agents Of Change: The Impact Of Civil Rights-Themed Literature, Rebekah E. Piper, Summer Garrison, Lauren Morgan

Reading Faculty Publications

This chapter focused on the notion of implementing Civil Rights-themed literature with elementary-aged students through interactive read alouds. With traditional pre-packaged scripted curriculum programs, teachers are challenged with implementing additional literature and utilizing resources to promote an expansive variety of learning experiences. Sample texts and interactive activities were addressed and provided for teachers to use as an initial starting point for introducing Civil Rights-themed literature in their classrooms. Lastly, implications for teacher professional development were addressed in an effort to provide teachers and teacher candidates with a space to explore a variety of authentic multicultural children’s literature.

Using Authentic Literature To Enrich Young Children’S Literacy Experiences, Kristi L. Dudley, Ramona T. Pittman, Rebekah E. Piper

Reading Faculty Publications

This article focuses on the five components (phonemic awareness, phonics, fluency, vocabulary, and comprehension) needed to effectively teach children to read. Early childhood educators can teach these five skills through the use of authentic literature. To be classified as authentic literature, books and texts need to utilize “real life” writing that is written to engage the reader. Authentic narrative texts generally appeal to the reader and offers a theme and a moral to the story. The article explains the five components needed to teach children to read and offers some authentic texts, synopses, and lesson ideas specifically for each of …

Mindful Instruction: Metacognitive Activities In The Developmental College Reading Classroom, Tasha A. Vice

Reading Faculty Publications

No abstract provided.

The Impact Of Experiential Learning In Literacy And Teacher Efficacy: A Study Of Sa Reads, Theresa Garfield, Ramona T. Pittman

Reading Faculty Publications

This study examines the impact of an experiential learning course work component on teacher candidates’ perception of literacy knowledge, their perspective of a community-based literacy partnership, and their self-reported sense of general and personal teaching efficacy. Initial findings reveal there is growth in all areas of perception of literacy knowledge, with knowing how to assist a struggling reader with fluency and vocabulary skills being the greatest areas of gain. Findings indicate there is minimal change in the participants’ perspectives of the community-based literacy partnership. Finally, participants gained in the areas of general and teaching efficacy. Extant literature will be reviewed …

Transforming The Literacy Lives Of Postsecondary Students: A Preliminary Study Of Writing Workshops At The University Level, Ramona T. Pittman, Deirdre Mcdonald

Reading Faculty Publications

This study aimed to address the growing need for postsecondary students to become better writers. The researchers implemented a writing workshop, which is typically designed for many elementary classrooms, in a university. Twenty-one postsecondary students participated in the writing workshops that provided students with opportunities to learn about academic writing through the use of mini-lessons. Students were also able to conference with their peers and the facilitators. Overall, the writing workshops provided a positive effect on students’ perceptions about their writing. In addition, the students felt that the writing workshops had a positive effect on their overall learning of a …

Illuminating Teaching And Learning: Students' Metacognition And Teacher Responsiveness In One College Developmental Reading Class, Tasha A. Vice

Reading Faculty Publications

College students enrolled in a developmental reading program often do not perceive themselves as remedial readers, have low self-esteem about their abilities, or have a limited understanding about reading and therefore are unable to engage themselves with effective reading strategies. The challenge for educators in developmental college reading is to engage and motivate students with educational methods that create an awareness and understanding of reading by using strategies and practices appropriate for students’ diverse educational needs also necessary for their reading achievement. At the same time students need to develop the metacognitive awareness of their own knowledge of and use …