scholarly journals From Reduction to Empowerment: A Second Look at Access to World Language Education for The African American Student

Author(s):  
Alicia Johnson
Author(s):  
Lauren Parish

Education proves to be a positive and an impactful benefit to those who choose to pursue it. Education is associated with professional stability, economic growth, and social capital. More than ever, there is a strong emphasis on educational achievement and the acquirement of a postsecondary credential. However, achievement gaps persist in the African-American student population. These students need to be adequately prepared to successfully complete a rigorous collegiate program. There are magnitudes of programs designed to assist underrepresented student populations prepare for their college careers. More than ever, considerations regarding postsecondary educational opportunities need to be thoroughly explored. The pursuit of higher education can be daunting, especially for first generational college students. It is imperative that students and families become cognizant of preparatory possibilities that are designed to empower and educate them about the myriad college and career choices.


Author(s):  
Claire Mitchell

As a result of globalization, World Language Education has experienced considerable changes within recent decades. With these changes, there is a need for new approaches to teaching and learning a world language, as there is a growing mismatch between language use in the real world and the approach to teaching a world language in the classroom. This chapter, then, presents a pedagogical model that was implemented in an Introduction to Second Language Acquisition course in order to adequately prepare teacher candidates for their future careers as educators in a globalized society. In particular, the model in this chapter discusses authentic experiences grounded in inquiry-based learning that provide opportunities for teacher candidates to collaboratively research current trends in the field of World Language Education and put them into practice through undergraduate research projects.


Author(s):  
Anne H. Charity Hudley ◽  
Christine Mallinson ◽  
Erin L. Berry-McCrea ◽  
Jamaal Muwwakkil

2017 ◽  
Vol 10 (9) ◽  
pp. 140
Author(s):  
Jason DePolo

There has been much research conducted on second language writing. In addition, there exists a significant amount of studies conducted with African American student writers. However, the fields of Second Language Writing and Composition Studies rarely if ever dovetail in the research literature. The purpose of this article is to argue how English language learners and bidialectal (English as a second dialect) learners share similar learning experiences and how sociocultural theories of English language pedagogy can inform composition theory, specifically as it relates to African American student writers. The study of writer identity provides insights into both bilingual and bidialectal learners’ authorial identity constructions and their experiences in English language learning contexts. Based on these similarities, I argue the need for composition theory to integrate sociocultural theories of second language learning and identity to better address the needs of bidialectal learners.


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