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Let Them Learn English: Reader Response To Media Discourse About Dual Language Education, Jia Lu, Theresa Catalano Apr 2015

Let Them Learn English: Reader Response To Media Discourse About Dual Language Education, Jia Lu, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Despite the multilingual reality and the effectiveness of dual language education (DLE) being adequately documented by language and literacy researchers, the US is progressing at a slower rate in embracing and implementing DLE compared with other countries. The purpose of this study is to understand why progress in this area has been so slow by examining the public discourse that frequently shapes policy decisions about DL programs. To do this, the authors analyzed reader comments of 16 online news articles that centered on DLE. Findings revealed the intersection of language, national identity, race, and power relationships, which could be categorized ...


Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann Mar 2015

Moisés Sáenz: Vigencia De Su Legado (English Translation), Edmund T. Hamann

Faculty Publications: Department of Teaching, Learning and Teacher Education

This book mainly offers the biography of Moisés Sáenz (1888-1941), founding architect of Mexico's system of public schooling and former student of John Dewey, describing in particular his roles in creating rural schools, initiating bilingual education (for Mexico's indigenous populations), and experimenting with linkages between schooling and community development. The volume also includes the author's reflection on the relevance of learning about Profr. Sáenz for his own intellectual trajectory (which includes studying the movement of students between Mexico and the US) and reflections by Mexican educators Humberto Leal Martinez and Juan Sánchez García.


Critical Cultural Awareness In The Foreign Language Classroom, Kristen Nugent, Theresa Catalano Jan 2015

Critical Cultural Awareness In The Foreign Language Classroom, Kristen Nugent, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Preparing learners to interact appropriately and effectively while participating in intercultural relationships is a key component of foreign language curricula. The notion of critical cultural awareness, which is embedded within the framework of intercultural communicative competence, encourages language educators to craft learning opportunities that guide learners in observing clear connections between classroom lessons and real-world issues while exercising critical thinking skills throughout the process. Although research by Byram (1997, 2012) has demonstrated the importance of critical cultural awareness, few studies have illustrated how critical cultural awareness can be developed in a classroom setting while working to achieve language proficiency. This ...


Foreword To Revisiting Education In The New Latino Diaspora, Amanda Morales Jan 2015

Foreword To Revisiting Education In The New Latino Diaspora, Amanda Morales

Faculty Publications: Department of Teaching, Learning and Teacher Education

I share this short autobiography because I think it ties together so much of this book. In Chapter 1, Hamann and Harklau (reprising their chapter for the 2010 Handbook on Latinos and Education) acknowledge that in emphasizing the “new” of the New Latino Diaspora (NLD) the first edition of Education in the New Latino Diaspora (Wortham, Murillo, & Hamann, 2002) made invisible Latinos like my dad and uncle who, per the construct of the NLD, settled in Kansas earlier than the NLD narrative describes. Yet as the comparison of my northwestern Kansas childhood and my sister’s illuminates, something did change back where I am from. There is a NLD, and there was a reaction to it by more established populations that also impacted how my family was viewed.

As a product of the early Latino diaspora of the 1970s in Kansas, I am able to see my family’s experiences represented in many of the narratives and perspectives shared in this book. As a researcher and practitioner working in a NLD state, I feel this volume will be an essential addition to my library, as each chapter raises many critical points for consideration. As I think about K–State’s challenges and opportunities as we work with schools and school districts, I suspect I will draw a lot from the chapters by University of Pennsylvania colleagues (Chapters 9 and 14) as we consider what the academy can and should do to support improved education in the NLD. As I think about the descriptive statistics shared in Chapter 17 about the NLD continuing to get larger and more established (even as new immigration tapers off) and in Chapter 1 that suggests Latino high school completion rates lag those of other populations in NLD states, I find myself concurrently both invigorated and angry. This matters for more and more kids and more and more places. It is not yet as good/successful as it needs to be. I don’t say that purely abstractly, nor about some obscure popula- tion. I am a sister of a student who struggled in the NLD; I am the teacher of teachers who will or will not adequately understand and support NLD students and parents. And I am a mom who lives in Kansas. My children, my most sacred and intense connection to the future, are getting a public ...


Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros Jan 2015

Critical Pedagogy In Classroom Discourse, Loukia K. Sarroub, Sabrina Quadros

Faculty Publications: Department of Teaching, Learning and Teacher Education

The classroom is a unique discursive space for the enactment of critical pedagogy. In some ways, all classroom discourse is critical because it is inherently political, and at the heart of critical pedagogy is an implicit understanding that power is negotiated daily by teachers and students. Historically, critical pedagogy is rooted in schools of thought that have emphasized the individual and the self in relation and in contrast to society, sociocultural and ideological forces, and economic factors and social progress. In addressing conceptualizations in Orthodox Marxism (with Karl Marx, Max Weber, and Emile Durkheim) in the mid-19th century and the ...


Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar Jan 2015

Critical Discourse Analysis: Definition, Approaches, Relation To Pragmatics, Critique, And Trends, Linda R. Waugh, Theresa Catalano, Khaled Al Masaeed, Tom Hong Do, Paul G. Renigar

Faculty Publications: Department of Teaching, Learning and Teacher Education

This chapter introduces the transdisciplinary research movement of critical discourse analysis (CDA) beginning with its definition and recent examples of CDA work. In addition, approaches to CDA such as the dialectical relational (Fairclough), sociocognitive (van Dijk), discourse historical (Wodak), social actors (van Leeuwen), and the Foucauldian dispositive analysis (Jager and Maier) are outlined, as well as the complex relation of CDA to pragmatics. Next, the chapter provides a brief mention of the extensive critique of CDA, the creation of critical discourse studies (CDS), and new trends in CDA, including positive discourse analysis (PDA), CDA with multimodality, CDA and cognitive linguistics ...


Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano Jan 2015

Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language ...


Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano Jan 2015

Foreign Language Teaching And Learning, Aleidine Kramer Moeller, Theresa Catalano

Faculty Publications: Department of Teaching, Learning and Teacher Education

Foreign language teaching and learning have changed from teacher-centered to learner/learning-centered environments. Relying on language theories, research findings, and experiences, educators developed teaching strategies and learning environments that engaged learners in interactive communicative language tasks. A shift in foreign language pedagogy from a specific foreign language method to the measurement of language performance/competency has resulted in a change in the role of the teacher from one of authority/expert to that of facilitator/guide and agent of change. Current developments point to public pedagogy, social media, and action research as additional ways to foster intercultural competence and language ...


Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson Jan 2015

Series Editors' Foreword: The Construction, Negotiation, And Representation Of Immigrant Student Identities In South African Schools (Vandeyar & Vandeyar)., Edmund T. Hamann, Rodney Hopson

Faculty Publications: Department of Teaching, Learning and Teacher Education

As much as there are reasons for optimism as one thinks about changes in South Africa, Africa, and the United States in relation to the transcendence of racial differentiation and hierarchy, this book is a reminder of how both harrowing and incomplete that journey is. This book, a crucial addition from the Global South to the scholarship on immigrant students' schooling, depicts how salient and fraught racial identity, both asserted and ascribed, continues to be for the negotiation of school in South Africa. Immigrant students are loathed and marginalized for their accents and 'foreign' ways, and yet they are also ...


Education Policy Implementation In The New Latino Diaspora, Jennifer Stacy, Edmund T. Hamann, Enrique G. Murillo Jr. Jan 2015

Education Policy Implementation In The New Latino Diaspora, Jennifer Stacy, Edmund T. Hamann, Enrique G. Murillo Jr.

Faculty Publications: Department of Teaching, Learning and Teacher Education

Villages, towns, and cities throughout the United States, including the 41 states of the New Latino Diaspora (NLD), continue to host/receive heterogeneous populations of Latinos who transform the physical and cultural landscape in ways that require social institutions, like schools and universities, to respond. Increasingly, this transformation includes newcomer parents starting families. Thirty-three percent of the U.S. Hispanic population is age 18 or younger, while that age profile is true of slightly below 20% of non-Hispanic Whites (Pew Hispanic Center, 2012). While voter rolls and retirement community residents may remain much Whiter than the U.S. population as ...


Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut Jan 2015

Leadership And Its Ripple Effect On Research, Aleidine Kramer Moeller, Sheri Hurlbut

Faculty Publications: Department of Teaching, Learning and Teacher Education

In this chapter we would like to address the impact visionary leadership can have on a field of research. Through forward-looking ideas and projects, an organizational leader’s influence on those who test, research, and inquire into issues that build and deepen the knowledge base in second language acquisition and foreign language education is illustrated through an innovative professional development program that was developed during Helene Zimmer-Loew’s tenure as executive director of the American Association of Teachers of German (AATG). The ripple effect of progressive leadership that inspires others to contribute actively to the well-being of a profession, or ...