Reframing the Conversation: Achievement Gap or Cultural Dissonance?
This presentation introduces the mutually adaptive learning paradigm. MALP is a culturally responsive-sustaining pedagogical approach that supports students who prefer oral transmission as a learning process, who bring a collectivistic world view to their participation in schooling, and who, as a result, experience extreme cultural dissonance in formal educational settings.
Helaine Marshall, Long Island University–Hudson, Purchase, NY, United States
Turning to Wonder: Culture, Self, and "Other" in Stressful Times
Have the past 2 years left you adrift in a world you used to know? In this presentation, a veteran ESOL teacher and anthropologist suggests how the ethnographic method and wisdom from other cultures can help us find wonder at work, in our classrooms, and in our personal lives.
Mary Peacock, Dallas College, Dallas, TX, United States
Adapting Assessment for Language Skills for the 21st Century
With "deeper learning" and "21st-century skills" now buzzwords in education, let's review how language is taught and assessed. How do we move from testing the four skills of reading, writing, listening, and speaking to incorporating 21st-century skills into language courses and effectively measuring mastery of these?
Khanh-Duc Kuttig, University of Siegen, Siegen, Germany
Equity Through the Content, Language, and Literacy Integration Framework
This session presents a planning approach that facilitates the seamless integration of content, language, and literacy while leveraging students' fluid language practices. It provides teachers a lens for planning academic language use students need to express their content standard understandings. Examples of oracy, reading, writing, and metalanguage in the content areas are addressed.
Sandra Mercuri, Sandra Mercuri Educational Consultants, Houston, TX, United States
Language of Power or White Hegemony?: Raciolinguistics and Academic Literacy
Long-held beliefs that academic communications in higher education should follow the conventions of "standard" English(es) are increasingly being challenged. This session explores the tensions involved in efforts to disrupt the dominance of "standard" English(es). It draws on theoretical and practical understandings from racial justice research and considers teaching implications.
Mary Jane Curry, University of Rochester, Rochester, NY, United States