scholarly journals ‘The good English’: The ideological construction of the target language in adult ESOL

2021 ◽  
pp. 1-23
Author(s):  
Kelsey Swift
Keyword(s):  
New York ◽  
Language Ideology ◽  
Pedagogical Practices ◽  
Target Language ◽  
Standard English ◽  
Community Based ◽  
Alternate Conceptions ◽  
Linguistic System ◽  
Ethnographic Observation ◽  
Ideological Construction

Abstract This project problematizes hegemonic conceptions of language by looking at the construction of ‘English’ in a nonprofit, community-based adult ESOL program in New York. I use ethnographic observation and interviews to uncover the discursive and pedagogical practices that uphold these hegemonic conceptions in this context. I find that the structural conditions of the program perpetuate a conception of ‘English’ shaped by linguistic racism and classism, despite the program's progressive ideals. Linguistic authority is centralized through the presentation of a closed linguistic system and a focus on replication of templatic language. This allows for the drawing of linguistic borders by pathologizing forms traditionally associated with racialized varieties of English, pointing to the persistence of raciolinguistic ideologies. Nevertheless, students destabilize these dominant ideas, revealing a disconnect between mainstream understandings of language and the way adult immigrant learners actually use language, and pointing to possibilities for alternate conceptions and pedagogies. (Language ideology, raciolinguistics, Standard English, adult ESOL)

The Two Row Wampum-Covenant Chain Tradition as a Guide for Indigenous-University Research Partnerships

2018 ◽  
Vol 19 (5) ◽  
pp. 339-359
Author(s):  
Richard W. Hill ◽  
Daniel Coleman
Keyword(s):  
New York ◽  
Indigenous Peoples ◽  
Community Based ◽  
Research Partnerships ◽  
Basic Principles ◽  
North Americans ◽  
The Past ◽  
Six Nations ◽  
Productive Research ◽  
First Time

This co-authored article examines the oldest known treaty between incoming Europeans and Indigenous North Americans to derive five basic principles to guide healthy, productive relationships between Indigenous community-based researchers and university-based ones. Rick Hill, Tuscarora artist and knowledge keeper from the Six Nations of the Grand River, publishes for the first time here the most complete oral history that exists today of that ancient treaty, from the early seventeenth century, known as the Two Row Wampum or the Covenant Chain agreement. Interspersed with Dr. Hill’s reflections, Daniel Coleman, a settler professor of English and Cultural Studies at McMaster University, outlines five principles for research partnerships derived from the discussions of the Two Row Research Partnership seminars that Hill and Coleman have been hosting at Deyohahá:ge: Indigenous Knowledge Centre for the past four years. Formed between the Hodinöhsö:ni’ confederacy and Dutch merchants arriving near Albany, New York in 1609, the Two Row Wampum-Covenant Chain treaty set the precedent for nation-to-nation treaties between European colonial powers and Indigenous peoples with two parallel rows representing the Hodinöhsö:ni’ canoe and the Dutch ship sailing down the shared river. Each party agreed to keep their beliefs and laws in their separate vessels, and on this basis of interdependent autonomy, they established a long-lasting friendship. This article suggests that by renewing our understanding of the Two Row Wampum-Covenant Chain treaty, Indigenous and non-Indigenous researchers alike can rebuild relationships of trust and cooperation that can decolonize Western presumptions and re-establish healthy and productive research partnerships.

scholarly journals E-STEM in Everyday Life: How Families Develop a Caring Motive Orientation Towards the Environment

2021 ◽  
pp. 161-181
Author(s):  
Sylvia Christine Almeida ◽  
Marilyn Fleer
Keyword(s):  
New York ◽  
Young Children ◽  
Everyday Life ◽  
Pedagogical Practices ◽  
Scientific Concept ◽  
Environmental Learning ◽  
Everyday Practices ◽  
Key Informant ◽  
The Everyday ◽  
Diverse Community

AbstractInternationally there is growing interest in how young children engage with and learn concepts of science and sustainability in their everyday lives. These concepts are often built through nature and outdoor play in young children. Through the dialectical concept of everyday and scientific concept formation (Vygotsky LS, The collected works of L.S. Vygotsky. Problems of general psychology, V.1, (Trans. N Minick). Editor of English Translation, RW Rieber, and AS Carton, New York: Kluwer Academic and Plenum Publishers, 1987), this chapter presents a study of how families transformatively draw attention to STEM and sustainability concepts in the everyday practices of the home. The research followed a focus child (4–5 year old) from four families as they navigated everyday life and talked about the environments in which they live. Australia as a culturally diverse community was reflected in the families, whose heritage originated in Europe, Iran, India, Nepal and Taiwan. The study identified the multiple ways in which families introduce practices and conceptualise imagined futures and revisioning (Payne PG, J HAIA 12:2–12, 2005a). About looking after their environment. It was found that young children appear to develop concepts of STEM, but also build agency in exploration, with many of these explorations taking place in outdoor settings. We conceptualise this as a motive orientation to caring for the environment, named as E-STEM. The study emphasises for education to begin with identifying family practices and children’s explorations, as a key informant for building relevant and locally driven pedagogical practices to support environmental learning.

Jackson Heights Neighborhood Transportation Study, New York City: New Approach in Community-Based Planning

2012 ◽  
Vol 2307 (1) ◽  
pp. 9-20 ◽  
Author(s):  
Oliver Ernhofer ◽  
Willa Ng ◽  
Gill Mosseri ◽  
David Stein ◽  
Don Varley ◽  
...  
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
Community Based ◽  
New Approach

A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations

2021 ◽  
pp. 001100002110554
Author(s):  
William Brennan ◽  
Margo A. Jackson
Keyword(s):  
New York ◽  
Action Research ◽  
Cognitive Dissonance ◽  
Perspective Taking ◽  
Personal Experience ◽  
Prejudice Reduction ◽  
Racial Justice ◽  
Interpersonal Processes ◽  
Community Based ◽  
Prejudicial Attitudes

This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate shifts in the process of these dialogues. In the current study, 15 anti-racist deep canvassing conversations with White individuals were facilitated by White canvassers working with Showing Up for Racial Justice New York City. A dialogical approach was used to address the question of what intrapsychic and interpersonal processes occurred in these conversations on the topic of reparations. Themes included Interpersonal Agreement, Intervoice Dynamics, Authoring the Self and the Other, and Bringing in Personal Experience. We discuss the results and implications for future action research with prejudice reduction interventions.

Students on the Rise

2015 ◽  
pp. 195-213
Author(s):  
Elizabeth Bishop
Keyword(s):  
United States ◽  
New York ◽  
Critical Literacy ◽  
Urban Youth ◽  
Literacy Learning ◽  
The United States ◽  
Community Based ◽  
Immigrant Rights ◽  
Undocumented Youth ◽  
Ethical Learning

This chapter discusses the recent findings of the Drop Knowledge Project in New York City (DKPNYC). The DKPNYC is a cultural studies research project designed to excavate the discourses of urban youth activism and organizing in relation to critical literacy learning. In this chapter, the authors look at the work of the DKPNYC youth activists around issues related to immigrant rights and educational justice in out-of-school spaces. Amongst the interconnected issues surrounding this work, the youth participants in the DKPNYC all organize around issues related to the struggle of undocumented youth to access quality education in the United States. Data collected from the study is decidedly cross-cultural, with participants articulating visions of themselves and their future in relation to their cultural heritage and their inter-subjective ethical learning. Implications from the study provide insight to educators, researchers, and community-based organizations about educating immigrant youth and others on pressing issues around immigrant learning.

Writing and Culture in CALL

2019 ◽  
pp. 1579-1603
Author(s):  
Reyes Llopis-García ◽  
Margarita Vinagre
Keyword(s):  
New York ◽  
Direct Contact ◽  
Native Speaker ◽  
Positive Impact ◽  
Target Language ◽  
Cultural Learning ◽  
Columbia University ◽  
Self Assessment ◽  
Language Classroom ◽  
Target Culture

This chapter discusses the importance of writing as a key ability to address in the foreign/second language classroom. The need to design and implement projects and tasks that foster authentic cultural learning through the meaningful use of written production is addressed, and a project that meets these criteria is presented. This email tandem exchange project was conducted between 94 intermediate-level students (47 pairs) from Columbia University/Barnard College in New York and the Universidad Autonóma de Madrid in Spain during the Fall Semester 2010 (and subsequently in 2011 and 2012). There were several goals to this project: to help improve students' writing skills; to encourage them to learn about culture through authentic and real exposure to the target language (TL onwards, understood as “direct contact with a native speaker”); to foster progress in their use of the TLs through peer-to-peer corrections; and to take an active part in their own learning through self-assessment. Based on students' opinions, this project had a very positive impact on the way they viewed the foreign/target culture on both sides of the Atlantic. It also helped them enhance their written proficiency and acquire a new lexical mastery that would have been impossible through the limited and less-real scope of the classroom.

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