Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom

2021 ◽  
pp. 137-153
Author(s):  
Leonardo Veliz
Keyword(s):  
Social Justice ◽  
Language Development ◽  
Teacher Perceptions ◽  
Learning Community ◽  
Language Learners ◽  
Teaching And Learning ◽  
Structured Interviews ◽  
Pedagogical Approach ◽  
Self Image ◽  
Multilingual Classroom

The present study reports on an investigation into the benefits of a translanguaging pedagogy in an ELICOS class as a pedagogical approach to integrate students' complex socio-cultural, multilingual practices and experiences into a classroom learning community. This was explored through semi-structured interviews with five ELICOS students and their teacher over the course of four weeks. Interview questions addressed three specific areas of teaching and learning: (1) teacher perceptions of the pedagogical effectiveness of the translanguaging pedagogy, (2) students' views of the implementation of the translanguaging pedagogy and its benefits for their language development, and (3) students' perceived changes to their self-image as language learners throughout the pedagogical implementation. Findings revealed that the integration of a translanguaging pedagogy created more inclusive and equitable opportunities for students to draw on their hybrid and fluid multilingual experiences and resources to participate more actively in communicative interactions.

scholarly journals Research into practice: Virtual exchange in language teaching and learning

2021 ◽  
pp. 1-15
Author(s):  
Melinda Dooly ◽  
Margarita Vinagre
Keyword(s):  
Language Development ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Formal Education ◽  
Language Education ◽  
Pedagogical Approach ◽  
Language Classroom ◽  
Applied Assessment ◽  
Key Aspects ◽  
Insight Into

Abstract In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

scholarly journals Teacher Perceptions of Information and Communication Technologies in a Secondary School in Samoa

2021 ◽  
Author(s):  
◽  
Farita Tepora Afamasaga-Wright
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Independent Learning ◽  
Student Interest ◽  
Structured Interviews ◽  
Information And Communication ◽  
Support Teacher

<p>This study explored teacher perceptions of information and communication technologies in one secondary school in Samoa, in order to gain insight into recent government initiatives to introduce computers and other ICTs in schools. Phenomenology as an approach was deemed appropriate to the focus of this research in that it provided the framework for an in-depth exploration of how teachers view themselves within a particular event in the development of education in Samoa: the integration of ICTs in schools. Underpinning this study were assumptions about the nature of knowledge as being socially constructed as well as contextually situated. The research sought understanding of the phenomenon from the perspective of one group of participants. Data was gathered using lengthy semi-structured interviews in the Samoan language which were then translated into English for the purpose of data analysis. Significant findings include: lack of clarity amongst teachers regarding ICT in education policies, government rationale and strategies to achieve policy; teacher rationale for the introduction of ICT in schools included improvement of teaching and learning, student future employment and improved student access to technology. Teacher perceptions of ICT were mostly positive noting that its use contributed to higher levels of student interest, engagement, independent learning and motivation. As well, ICTs were mainly used to support teacher-centred pedagogies and contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in their classes, they were hindered by lack of ICT skills and insufficient pedagogical knowledge. Teachers perceived several obstacles to effective integration of ICTs in classrooms, which included: insufficient student and teacher access to computers; timetabling restrictions; a user pays system; maintenance and running costs; student plagiarism from the web and access to inappropriate sites as well as inadequate teacher professional development for the use of ICTs. ii</p>

scholarly journals Teacher Perceptions of Information and Communication Technologies in a Secondary School in Samoa

2021 ◽  
Author(s):  
◽  
Farita Tepora Afamasaga-Wright
Keyword(s):  
Secondary School ◽  
Teacher Perceptions ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Independent Learning ◽  
Student Interest ◽  
Structured Interviews ◽  
Information And Communication ◽  
Support Teacher

<p>This study explored teacher perceptions of information and communication technologies in one secondary school in Samoa, in order to gain insight into recent government initiatives to introduce computers and other ICTs in schools. Phenomenology as an approach was deemed appropriate to the focus of this research in that it provided the framework for an in-depth exploration of how teachers view themselves within a particular event in the development of education in Samoa: the integration of ICTs in schools. Underpinning this study were assumptions about the nature of knowledge as being socially constructed as well as contextually situated. The research sought understanding of the phenomenon from the perspective of one group of participants. Data was gathered using lengthy semi-structured interviews in the Samoan language which were then translated into English for the purpose of data analysis. Significant findings include: lack of clarity amongst teachers regarding ICT in education policies, government rationale and strategies to achieve policy; teacher rationale for the introduction of ICT in schools included improvement of teaching and learning, student future employment and improved student access to technology. Teacher perceptions of ICT were mostly positive noting that its use contributed to higher levels of student interest, engagement, independent learning and motivation. As well, ICTs were mainly used to support teacher-centred pedagogies and contributed to the efficiency of teacher preparation. While teachers were keen to use ICTs in their classes, they were hindered by lack of ICT skills and insufficient pedagogical knowledge. Teachers perceived several obstacles to effective integration of ICTs in classrooms, which included: insufficient student and teacher access to computers; timetabling restrictions; a user pays system; maintenance and running costs; student plagiarism from the web and access to inappropriate sites as well as inadequate teacher professional development for the use of ICTs. ii</p>

scholarly journals Editorial: Imagining and Building a Culturally Inclusive Learning Community

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Snezana Ratkovic ◽  
Denise E. Armstrong ◽  
Catherine Hands
Keyword(s):  
Social Justice ◽  
Learning Community ◽  
Teaching And Learning ◽  
Knowledge Network ◽  
Educational Goals ◽  
University Of Toronto ◽  
Cultural Boundaries ◽  
Inclusive Learning ◽  
The Face ◽  
Applied Education

With the rise of globalization, internationalization, and the interaction and exchange of individuals and organizations across their nations’ borders, there has been an increasing interest in issues related to equity, inclusion, and social justice. Yet strategies for achieving equitable environments that embrace ideals such as safety, diversity, inclusion, and social justice for everyone regardless of their diverse backgrounds (e.g., sexual orientation, ancestry, ability, income, race, and religion), remain elusive in the face of the diverse educational goals. What does this mean for educators? We devote this second volume of the Teaching and Learning Special Issue to this question, while recognizing that creating safe and equitable educational environments is a complex and challenging task, even for those educators who are committed to social justice work (Dei, 2003; McMahon & Armstrong, 2011; Ryan, 2012; Shields, 2004; Solomon, 2002; Theoharis, 2010). In order to create inclusive learning environments, educators need to develop a wide variety of skills, which includes acquiring and mobilizing knowledge, honouring students’ and parents’ voices, bridging cultural boundaries, developing networks and alliances, and accessing needed resources (Armstrong, Tuters, & Carrier, 2012; Ryan, 2012). To facilitate this process, Brock University, Western University, OISE/University of Toronto, and their local school boards in the Niagara, Peel, and Thames Valley districts, developed, organized, and facilitated a series of workshops and conferences in 2012. These events were supported by the Knowledge Network for Applied Education Research (KNAER), and the three participating universities, as well as community and school district partners. What follows in the next section is a description of the conference at Brock University, which first appeared in Volume 7, Issue 2 of this special edition.

scholarly journals Shifting Teaching and Learning in Online Learning Spaces: An Investigation of a Faculty Online Teaching and Learning Initiative

2020 ◽  
Vol 24 (1) ◽  
Author(s):  
Jayson W. Richardson ◽  
Ericka Hollis ◽  
Mikah Pritchard ◽  
John Eric M. Novosel-Lingat
Keyword(s):  
Learning Community ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Faculty Members ◽  
Teaching Approaches ◽  
Structured Interviews ◽  
Hybrid Teaching ◽  
E Learning

We examined the adoption of online teaching strategies by faculty members at a large midwestern research university who participated in a year-long learning community. The purpose of this study was twofold: 1) to investigate changes in teaching approaches resulting from a year-long e-learning professional development initiative; and 2) to understand the perceptions of factors that influenced faculty members’ decision to adopt online or hybrid teaching approaches. The analysis was based on survey data and semi-structured interviews. Barriers, challenges, and successes to the adoption of online teaching strategies are also described in this article. 

scholarly journals Language Anxiety Among Adult Learners in Uitm Sarawak

2016 ◽  
Vol 6 (1) ◽  
pp. 105
Author(s):  
Siti Huzaimah Binti Sahari ◽  
Aiza Johari ◽  
Affidah Morni
Keyword(s):  
Adult Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Language Anxiety ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Foreign Language Learners ◽  
And Coping

Language anxiety is one of the factors that needs to be considered in learning and teaching second or foreign language. Language anxiety can be defined as the feelings of uneasiness, worry, nervousness, self-doubt, frustration and apprehension (Brown, 2001) experienced by non-native speakers when learning or using a second or foreign language. Learners respond to language anxiety differently. This study investigates the language anxiety levels and coping strategies applied by adult learners of UiTM Sarawak in using English as a medium of instruction. The subjects of the study involved those between 45 to 50 years of age. The data collection was carried out through the distribution of questionnaires and semi-structured interviews. The results from the study show that the adult learners have different levels of language anxiety and they have also adopted several strategies in coping with their anxiety. The conclusion of the study presents suggestions and recommendations on ways in handling anxiety in both teaching and learning second language.

Teacher Perceptions About the Incorporation of Mobile Devices in a Costa Rican Secondary School

2022 ◽  
pp. 36-57
Author(s):  
Ana Marcela Montenegro
Keyword(s):  
Teacher Perceptions ◽  
Mobile Devices ◽  
Secondary Teachers ◽  
Teaching And Learning ◽  
Phenomenological Study ◽  
Costa Rican ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Double Edge Sword ◽  
Qualitative Phenomenological

Despite many studies researching the increased use and potential effectiveness of mobile devices in secondary education (high school) classrooms, less research has examined teachers' perceptions around such use. Accordingly, this qualitative (phenomenological) study used semi-structured interviews to explore 10 secondary teachers' perceptions around the use of mobile devices in Costa Rican classrooms. Utilizing an interpretive phenomenological analysis (IPA) approach to analyze the data of participants' experiences, results from this study found (1) that Costa Rican secondary teachers had mixed perceptions about using mobile devices for the teaching and learning process and (2) that mobile devices seem a “double edge sword,” which, if not used appropriately in the classroom, can be more detrimental than beneficial for students' learning processes.

Speaking of Technology

2009 ◽  
pp. 263-275
Author(s):  
Victor M. Hernández-Gantes ◽  
William Blank
Keyword(s):  
English Language Learners ◽  
Language Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
Technical Education ◽  
Effective Instruction ◽  
Career And Technical ◽  
Widespread Agreement

Meeting the needs of English language learners (ELLs) in career and technical education (CTE) represents a growing challenge for all teachers in the field. The challenge is especially overwhelming given the widespread agreement that teachers are not well prepared to meet the needs of ELLs. The implications for schools and CTE teachers are discussed in connection to appropriate instruction for ELLs addressing language development considerations. The underlying premises of effective instruction aligned with contextual teaching and learning, relation to teaching practice in CTE programs, and the implications for using technology to facilitate ELLs’ learning are also examined.

Beyond Novelty

2020 ◽  
pp. 22-42 ◽  
Author(s):  
Frederic Fovet
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Teaching And Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Instructional Designers ◽  
Pedagogical Approach ◽  
Pedagogical Innovation ◽  
Design For Learning

This chapter examines how fully accessible teaching and learning, and particularly Universal Design for Learning (UDL), currently attracts much attention in higher education (HE) as an innovative pedagogical approach. Having highlighted all the dimensions of UDL that currently qualify it as “innovative”, the chapter further examines the concept of pedagogical innovation and what constitutes such a perception within the field. It is argued that far from being new, the notion of accessible teaching and learning draws from other pedagogical concepts and schools of thought that are well established in the literature and very much traditional and readily accepted. The chapter discusses that despite this recent “framing” or branding, UDL is not so much a novelty as a return to a fundamental questioning on the part of educators and instructional designers around engagement and social justice and their place in pedagogy.

scholarly journals Emergent Professional Learning Communities in Higher Education: Integrating Faculty Development, Educational Innovation, and Organizational Change at a Canadian College

2018 ◽  
Vol 12 (2) ◽  
pp. 38-53
Author(s):  
Julie A. Mooney
Keyword(s):  
Professional Development ◽  
Faculty Development ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Educational Innovation ◽  
Structured Interviews ◽  
Interpretive Inquiry ◽  
Professional Development Needs

Centres for teaching and learning at postsecondary educational institutions in Canada seek to serve the professional development needs of faculty members throughout the college or university. Recognizing the limits of conventional frameworks for faculty development, such as one-time workshops, pedagogical conferences, and lunchtime discussion sessions, this interpretive inquiry explores learning communities as an additional framework for serving faculty development and cross-institutional professional development needs. The study asks: what does it mean for faculty, educational developers, support staff, and administrators to participate in a learning community at a college in Canada? Data collected through individual inquiry conversations (semi-structured interviews) and research memos were used to develop narrative descriptions representing the participants’ respective experiences of a learning community in a large, urban college context in Canada. These narrative descriptions offer portraits of the meaning that learning community members made of their own experience, revealing that the learning communities served not only as sites for professional development, but also formed microcultures within the institution, which, over time, influenced educational (academic) and organizational (administrative) change, both in policy and in practice. 

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