scholarly journals Code-meshing Projects in K-12 Classrooms for Social and Linguistic Equity

2021 ◽  
Vol 18 (1) ◽  
pp. 1-23
Author(s):  
Woongsik Choi
Keyword(s):  
Social Equity ◽  
Language Diversity ◽  
Theoretical Level ◽  
Writing Teachers ◽  
Pedagogical Tool ◽  
Language Differences ◽  
K 12 ◽  
Pedagogical Application

To contest monolingualism, which oppresses language diversity in U.S. classrooms, Horner et al. (2011) called for a translingual approach to language differences. As much of the literature on translingualism has remained at a theoretical level, writing teachers have been seeking to enact this disposition in their classrooms pedagogically. As a response to this, code-meshing (Young, 2004, 2013; Canagarajah, 2006, 2011) can be used as a pedagogical application of the translingual approach. This paper conceptualizes code-meshing as translingual pedagogy and explores how it can be used in K-12 contexts by examining documented K-12 classroom examples of code-meshing projects in the studies of Zapata and Laman (2016) and Pacheco et al. (2017). Despite the concerns that critics have voiced, the examples show that code-meshing can be used as an effective pedagogical tool for developing the translingual disposition, supporting students’ multilingual identity, and discussing social and linguistic equity in K-12 settings. While the structural limitations for translingual pedagogy are not unforeseen, teachers and researchers should be encouraged to collaborate and keep developing translingual pedagogy for linguistic and social equity.

Talking Black in America

English Today ◽  
2019 ◽  
Vol 35 (1) ◽  
pp. 3-13
Author(s):  
Walt Wolfram ◽  
Kellynoel Waldorf
Keyword(s):  
African American ◽  
African Americans ◽  
Hip Hop ◽  
The United States ◽  
Language Diversity ◽  
Language Differences ◽  
African American Language ◽  
Global Status ◽  
The Difference ◽  
The 1960S

African American Language (AAL) is the most widely recognized – and controversial – ethnic variety of English in the world. In the United States national controversies about the speech of African Americans have erupted periodically for more than a half-century now, from the difference-deficit debates in the 1960s (Labov, 1972) to the Ebonics controversy in the 1990s (Rickford, 1999) and linguistic profiling in the 2000s (Baugh, 2003, 2018). Further, the adoption of performance genres from AAL into languages other than English, such as hip-hop and rap, has given the speech of African Americans even wider international recognition and global status (Omoniyi, 2006). The curiosities and controversies about African American speech symbolically reveal (1) the depth of people's beliefs and opinions about language differences; (2) the widespread level of public misinformation about language diversity; and (3) the need for informed knowledge about language variation in public life and in education.

AT WAR WITH DIVERSITY: U.S. LANGUAGE POLICY IN AN AGE OF ANXIETY. James Crawford. Clevedon, UK: Multilingual Matters, 2000. Pp. 144. $49.95 cloth, $15.95 paper. LANGUAGE DIVERSITY AND EDUCATION. David Corson. Mahwah, NJ: Erlbaum, 2001. Pp. xi + 253. $29.95 paper.

2002 ◽  
Vol 24 (1) ◽  
pp. 126-128
Author(s):  
Timothy Reagan
Keyword(s):  
Preservice Teachers ◽  
Beginning Teachers ◽  
The United States ◽  
Language Diversity ◽  
Language Awareness ◽  
Policy Makers ◽  
Language Differences ◽  
Vernacular English ◽  
Critical Language Awareness ◽  
Educational Debate

The need to recognize the presence and significance of language diversity in educational settings in the United States has become increasingly apparent to educators and educational policy makers in recent years. Among the more contentious debates about public education that we have witnessed have been those concerned directly with language and linguistic matters, not the least of which have been those dealing with the education of minority-language students in general and bilingual education programs in particular. Also, frequent touchstones for educational debate have been efforts to “recognize” African American Vernacular English as many children's first and dominant language variety—a matter of no linguistic controversy at all but one of immense political and educational controversy, as events in Oakland, California, made quite clear. Although of increasing significance and relevance, it is interesting that relatively few works have sought to target one of the more important audiences concerned with such debates: future classroom teachers. Issues of language and language diversity are largely absent from the teacher education literature, and preservice teachers are relatively unlikely to be exposed in any significant or in-depth way to such matters in their formal preparation (see Reagan, 1997). As David Corson notes in Language diversity and education, “A major challenge for beginning teachers is to understand how language differences construct and reflect ideologies and power relations, especially through the work that teachers do themselves” (p. 96). Fortunately, the two books under review here provide an excellent start for helping new and future teachers to develop the type of critical language awareness necessary if they are to meet the needs of their students more adequately.

Using Video to Productively Engage Learners

2011 ◽  
pp. 233-247
Author(s):  
Nancy Schmitz
Keyword(s):  
Language Skills ◽  
Video Technology ◽  
Language Differences ◽  
Supportive Environment ◽  
Technology Students ◽  
K 12

This chapter focuses on the different uses of video technology for instruction and assessment. The use of video technology allows performance-based skills, knowledge and disposition for learning to be demonstrated and recorded for a number of uses. The uses of video technology provide ways for students with different backgrounds and experiences as well as language differences to effectively engage with their performance and develop their skills, knowledge and dispositions. Through engagement in performance recorded via video technology, students become more motivated to prepare effectively. Action-oriented videotaping allows those students with less language skills to make use of alternative ways to demonstrate their skill, knowledge and disposition to learn in an effective and supportive environment. Each of the uses for video technology utilizes different strategies and techniques. Successful examples of each use of video technology are provided within this chapter for using video effectively in undergraduate as well as K-12 settings.

scholarly journals How Teachers Can Communicate Effectively with Parents Who Speak a Different Language

2021 ◽  
Vol 4 (9) ◽  
pp. 166-178
Author(s):  
Adekunle Lawal
Keyword(s):  
United States ◽  
Real Time ◽  
The United States ◽  
Language Barrier ◽  
Speech Translation ◽  
Language Differences ◽  
English Speaking ◽  
Teachers And Parents ◽  
K 12

Language differences between parents and teachers, if not carefully managed, can cause miscommunication or communication gaps that could hinder both the school’s and students’ progress. This paper explores various ways of translating real-time conversations between teachers and parents who speak a different language. Fourteen K-12 teachers in the United States were surveyed and nine were interviewed to determine how English-speaking teachers can communicate effectively with non-English speaking parents. The findings from the study suggest Microsoft Translator technology for speech translation for conversations to break the language barrier, bridge communication gaps and promote effective bi/multilingual parent-teacher conferences.  

Exploring Science Fictional Futures With Secondary Students

2021 ◽  
pp. 94-114
Author(s):  
Brittany Tomin ◽  
Jennifer Jenson
Keyword(s):  
Popular Culture ◽  
Critical Thinking ◽  
Science Fiction ◽  
Secondary Students ◽  
Critical Literacy ◽  
Secondary English ◽  
Pedagogical Tool ◽  
English Classrooms ◽  
Potential Benefits ◽  
K 12

Science fiction (SF), while enjoying unprecedented success in popular culture, continues to be an under-utilized resource in K-12 education. This chapter details the results of an in-school study on the use of SF in secondary school courses, examining how SF can be used as a pedagogical tool by educators to help students explore fictional futures in the context of contemporary issues, with a particular focus on developing critical thinking and critical literacy competencies. This study was designed to address the gap in pedagogical resources on teaching SF, and the dearth of research on potential benefits of teaching with SF in secondary English classrooms in particular. The aim of this chapter will therefore be to provide a research-informed overview of the benefits of integrating SF texts into secondary English classrooms, and to offer suggestions for educators.

scholarly journals Co-teaching in higher education: Reflections from an early career academic

2018 ◽  
Vol 1 (2) ◽  
pp. 181-188 ◽  
Author(s):  
Andrew Kelly
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Early Career ◽  
Academic Literacies ◽  
Pedagogical Tool ◽  
Teaching Teams ◽  
Tertiary Teaching ◽  
K 12 ◽  
Teaching Programs ◽  
Teaching In Higher Education

Co-teaching has been regularly used as a pedagogical tool in K-12 and postsecondary learning environments for decades, yet its practice in higher education institutions has only recently started to grow in popularity. This paper builds on recent recommendations for effective co-teaching in tertiary teaching settings by offering critical reflections and suggestions for practice from an early career academic that specialises in academic literacies. Key concepts explored include developing co-teaching norms and pedagogies through a community of practice, establishing two-way dialogue, diversifying strengths of teaching teams, and enforcing continual reflection and feedback. The paper also provides contextualised guidance notes, so that university educators and program managers have a clearer direction as to how co-teaching teams could be implemented across a range of higher education teaching programs.

Critical Ethnography in a Language Classroom

2022 ◽  
pp. 221-244
Author(s):  
Camillia A. Trombino ◽  
Ekaterina Moore
Keyword(s):  
Culturally Responsive ◽  
Teacher Preparation Program ◽  
Pedagogical Tool ◽  
Classroom Ethnography ◽  
Self Reflection ◽  
Language Classroom ◽  
Interview Guide ◽  
The Us ◽  
Responsive Instruction ◽  
K 12

The chapter discusses a critical mini classroom ethnography as a pedagogical tool for educators working with multilingual learners in K-12 or adult settings. Critical classroom ethnography and culturally responsive instruction in language teaching are discussed. For practicing language educators, a questionnaire, an interview guide, and a reflection template are offered. For pre-service teachers, a structured observation template is included. The suggested tools are discussed in relation to equitable and inclusive educational practices to help develop critical ethnographic skills as they pertain to critically reflective observation which can be utilized by all teachers. The chapter concludes with a discussion of how the mini classroom ethnography's use by a candidate in a language teacher preparation program in the US led to the process of critical and linguistic self-reflection and transformation towards becoming a more culturally responsive and inclusive practitioner.

scholarly journals Sociolinguistic variation and the public interest

2021 ◽  
Vol 2 (1) ◽  
pp. e357
Author(s):  
Walt Wolfram
Keyword(s):  
Public Education ◽  
Linguistic Diversity ◽  
Language Diversity ◽  
Underlying Assumption ◽  
Public Rhetoric ◽  
Public Language ◽  
Language Differences ◽  
University Campuses ◽  
The Public ◽  
Cultural Themes

Although the disparity between sociolinguistic knowledge and popular beliefs about language diversity is well documented, little proactive attention has been given to changing public misconceptions. How can programs about linguistic diversity be presented when the prevailing public language ideology is largely fueled by the principle of linguistic subordination and interpreted in terms of a correctionist model? The approach to dialect awareness presented here is based on the underlying assumption that the public is inherently curious about language differences and that this intrigue can be transformed into public education venues. It connects the legacy of language variation to legitimate historical and cultural themes that are intrinsically interesting to the public, and assumes that the most effective and permanent education takes place when learners discover truths for themselves. It further presumes that positively framed presentations of language differences in socioculural and sociohistoical context hold a greater likelihood of being received by the public than the direct confrontation of seemingly unassailable ideologies. The presentation considers three quite different venues to exemplify engagement: (1) an extended, long-term engagement commitment in a small, historically isolated research community; (2) language documentaries in public education; and (3) the role of activist linguists on university campuses. The presentation demonstrates that the public rhetoric on linguistic diversity can, in fact, be reconciled with a linguistically informed perspective and that language-awareness programs can serve a range of audiences utilizing a variety of venues.

Classroom Digital Interaction

2013 ◽  
pp. 239-260
Author(s):  
Jennifer Higgs ◽  
Catherine Anne Miller ◽  
P. David Pearson
Keyword(s):  
Literacy Instruction ◽  
Online Discussion ◽  
Computer Mediated Communication ◽  
Full Range ◽  
Careful Attention ◽  
Mediated Communication ◽  
Teacher Interviews ◽  
Pedagogical Tool ◽  
Computer Mediated ◽  
K 12

As Computer-Mediated Communication (CMC) is increasingly adopted for literacy instruction in K-12 classrooms, careful attention should be paid to its instructional benefits and challenges. In this chapter, the authors take a careful look at how the metaphors of social interaction guiding teacher translation of CMC into their lessons mask the full range of affordances and limitations of CMC. Using a linguistic lens, they analyze teacher interviews and student online discussion data to make a case that using Classroom Digital Interaction (CDI) as a pedagogical tool requires a close look at the aims of literacy instruction and the constraints and affordances of computer mediated discussion.

scholarly journals Logistics to the Rescue: An Elementary Introduction to Planning in Disaster Response Decision Environments

2021 ◽  
Author(s):  
Erin Mullin ◽  
Ashlea Bennett Milburn
Keyword(s):  
Social Media ◽  
Disaster Response ◽  
Time Frame ◽  
Ethical Awareness ◽  
Pedagogical Tool ◽  
Emergency Logistics ◽  
And Mathematics ◽  
K 12 ◽  
Decision Environments

Logistics to the Rescue is a spreadsheet K–12 game designed as a platform to familiarize students with emergency logistics. In the game, students play the role of an emergency dispatcher, assigning locations to routes. The challenge presented is threefold. Students must serve as many locations as possible within a time-frame. Midroute, an additional set of locations whose requests may be inaccurate is revealed; these requests are termed unverified demand locations. Students must balance uncertainty and time while serving as many accurate locations as possible. Finally, they are interrupted to learn whether the unverified demand locations’ requests are accurate. The game serves as a pedagogical tool for simulating a postdisaster environment and it exposes the real-time implications of social media and the data it produces. It emphasizes the importance of social and ethical awareness in the field of emergency logistics by showcasing the consequences induced by civilians’ reliance on social media in times of crisis. In doing so, it highlights the expansive boundaries of engineering’s disciplines and content. It is our hope that Logistics to the Rescue will encourage students, especially girls, to pursue careers in science, technology, engineering, and mathematics by providing a distinctive narrative where engineering is viewed as creative/collaborative rather than technical/a-social.

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