diversity

Whose Core Is It?

1 views 0

Author: Christina Puntel

Summary: Elementary school teacher and bilingual coordinator, Christina Puntel, pushes back against the mandated content/performance descriptors provided by her district to assert that the “core” of her curriculum is her students’ learning. “I teach with an ear close to the core of each child, to the core of the monarch unit, the silkworm unit, the family songs unit…” Her important reflection on the humanity of the students at the heart of classrooms and curricula will be of interest to teachers and study groups wrestling with the influence of mandated curricula on their teaching.
CONTINUE READING

Listening to the Sounds of Silence in the Classroom

4 views 0

Author: Art Peterson and Kathy Schultz

Summary: Did you ever wonder about why certain students might choose silence? In this video and an accompanying article about her work, Kathy Schultz urges educators to inquire into the meaning of silence while also finding strategies to allow silent students to communicate. Watching the video may spur teachers to reconsider notions of “participation” and the function of silence in “talk-rich,” writing classrooms.
CONTINUE READING

Theory, Politics, Hope, and Action: Building Immersive Writing Experiences for Bilingual Writers

3 views 0

Author: Carole Edelsky

Summary: How do you make schoolwork resemble out-of-school work? How do you [create] an immersion experience, setting up a context where kids want to acquire a Discourse that includes and values highly literate practices?” These are two of the questions Edelsky explores in her article which launches with two incredible pieces of writing produced by bilingual students. The student writing and Edelsky’s explanation for how it came to be will motivate educators ready to consider their roles as writing teachers and classroom culture builders who can advocate for just language policies both in and outside the classroom.
CONTINUE READING

Preserving the Cultural Identity of the English Language Learner

4 views 0

Author: Wilma Ortiz and Karen Sumaryono

Summary: With an advocacy goal of helping immigrant students retain their cultural identities and succeed within the mainstream classroom while also learning a new language, the authors share several effective writing practices that validate students’ primary language in meaningful ways and promote a strong sense of self. These include: helping all students use key words from a variety of languages; inviting students to use their primary language in response to journal entries, writing prompts and free writes; using multilingual mentor texts; employing “writing to learn” in native languages to explore content; and using cooperative grouping to support speaking in English. The details and examples in this article make it an excellent resource for study groups, professional development or individual teachers seeking ways to support language learners.
CONTINUE READING

Learning From Laramie: Urban High School Students Read, Research, and Reenact The Laramie Project

3 views 0

Author: Marsha Pincus

Summary: In this story of an extended teacher research project, the author shares the design, purpose, and impact of a course called “Drama and Inquiry,” where she and her students explored multiple perspectives, shifting identities, and ethical dialogue through their study of non-canonical plays including “The Laramie Project.” Consider including this article in an advanced institute to support conversations about teacher inquiry and social justice.
CONTINUE READING

Honoring Dialect and Culture: Pathways to Student Success on High-Stakes Writing Assessments

11 views 0

Author: Michelle Crotteau

Summary: As teachers we often struggle to find ways to honor our students’ home dialects while still preparing them to take high-stakes writing tests requiring the use of Standard English. In this piece, the author describes her three-pronged approach within a Writing Strategies class for students who had failed the state test. Students developed linguistic and mechanical fluency by speaking and writing about their interests (e.g., hunting), drawing upon their Appalachian English dialect, and by learning how to recognize audience-appropriate situations for employing both Standard English and their own dialect. Lots of student writing samples, coupled with the author’s own rationales and experience, make this a useful piece for workshops, study groups, or professional development focused on culturally relevant practices within a high-stakes testing environment.
CONTINUE READING

Writing from the Feather Circle

6 views 0

Author: G. Lynn Nelson

Summary: In this resource, a writing teacher from Arizona applies the Native American feather circle to the teaching of writing and describes her work teaching sections of first-year composition exclusively for Native American students. The feather circle focuses on speaking from the heart; in the classroom this approach involves writing honestly and openly first and worrying about form later. The author shares the writing experiences of her students using a culturally responsive stance, and describes how an emerging group, “Native Images,” has shared their writings and art in community-based settings and at conferences across the country. This resource would be useful in teacher discussions of culturally relevant pedagogies for writing.
CONTINUE READING

African American Learners Project Annotated Bibliography

3 views 0

Summary: This collection of readings is intended to inform the thinking and practice of teacher-leaders and/or writing project sites interested in addressing the racial gap in achievement by expanding their own knowledge base as they seek to enhance the academic performance of African American learners. These texts have helped the contributors examine the history and status of African American education in our nation in the context of the landmark decision rendered in Brown v. Board of Education (1954; 1955). If you desire inspiring readings to further knowledge of social justice or culturally relevant pedagogy, this bibliography offers a place to begin and to build from, adding resources that go beyond its publication date of 2008.
CONTINUE READING

Book Review: English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone

8 views 0

Author: Debra Schneider

Summary: How can we best support English learners in classrooms where rigorous curricula focus on intellectual practices across content areas? How can we engage in practices that enable students to construct rather than reproduce knowledge, develop deep understanding of disciplinary knowledge and forge connections between school and the outside world? In this review of Pauline Gibbons’s book, Debra Schneider shares insights and successful strategies emerging from her own practice and study group related to the chapter on Academic Literacy [see PDF], suggesting that teaching content “deeply” enables teaching standards in authentic ways. An excellent resource for study groups, inquiry groups, or those leading professional development.
CONTINUE READING

Family Matters: A Mother and Daughter’s Literacy Journey

10 views 0

Author: Amy Clark

Summary: What happens when we explore our “people”—when through writing we explore the richness of our culture, our family, our identity? How often do we find examples of a mother and daughter who have the opportunity to experience a summer institute together? This beautifully written narrative set in Appalachia could be a read aloud in a workshop or summer institute to generate ideas for writing, or as a way to discuss family/generational literacy, dialect, place, and an authentic rendition of the many facets of the writing experience.
CONTINUE READING