Moving Towards Translanguaging

Emerging bilinguals at US schools are generally subject to programs that are inadequate for their learning needs. It is crucial to find teaching models through which they can develop their academic language skills. This chapter presents the program Learn from the Experts, a partnership between a university and a high school, that fosters collaboration between Spanish and English learners. In this program, which follows the translanguaging pedagogy, Spanish learners from the university meet to collaborate with Spanish heritage English learners from the high school in lessons designed to develop each of the participants' skills in the language they are learning. The chapter also presents pedagogical changes made to the program resulting from the program team's reflection. It contributes to the development of models that support emerging bilinguals' language learning through collaboration with more experienced speakers without compelling speakers of minoritized languages to distance themselves from their languages and cultures.

Virtual environments of teaching learning for training in experimental techniques. Innovation in multidisciplinary groups

In this research, through the development of a teaching innovation project, the aim is to highlight the importance of educational and pedagogical changes that require both the adaptation of teaching to new situations and the possibility of taking advantage of the available resources to be applied in different degrees (master and degree) simultaneously.For this, the innovation experience carried out by a group of professors from the University of Granada who teach subjects in the CiTPA Master, MARA Master and Degree in Conservation and Restoration of Cultural Assets is presented. It addresses the development of unpublished teaching material (videos, manuals for the application of analytical techniques and the use of specialized software, all in a bilingual version), for its integration into different subjects in which it is necessary to make different research techniques known, use of specific software and precise operational activities that are used for the characterization of materials.Competency-based learning through innovation offers students a real and applied experience that has an immediate practical and professional implication, taking advantage of the skills of the new generations. The results, expected in future evaluations, must be analyzed both individually and for the group of subjects, being recognized in advance the good result and the facilities that teamwork, the recognition of skills and the facilities entail in the field of the teacher, the selection of common competences between different subjects and training levels.

‘Foreigners in Our Schools’ : Cultural Diversity, Othering, and the Desire for Justice in Schools

This study explored ‘cultural diversity’ in urban schools in Portugal by conducting discourse analysis on interviews with school practitioners. Findings show that ‘cultural diversity’ was dominantly anchored in Othering ‘foreigners’ that mainly associated ‘non-native speakers’ to difficulties in integration, participation and teachers’pedagogical work. However, contradicting discourses somewhat resisted Othering by highlighting meaningful differences, all students’ rights, and calling for pedagogical changes. By showing the ambivalences in how students, teachers and pedagogical relationships are viewed, we both alert for an exclusionary conceptualization of ‘cultural diversity’, and question Othering as a fundamentalizing discourse to fully govern ‘cultural diversity’ in schools.

Project-based learning in AP classrooms: Lessons from research

A team of researchers wanted to learn whether AP teachers using a project-based learning (PBL) approach could develop students’ deep learning of knowledge and skills while preparing them for their AP exams. They used a randomized controlled trial to evaluate the Knowledge in Action (KIA) project-based curricula for AP courses. KIA students outperformed non-KIA students on AP exams, including within subgroups. Though the shift to PBL required considerable pedagogical changes, teachers and students perceived benefits beyond AP performance, and the majority of teachers planned to continue using PBL after the study. The pattern of results was consistent for two years and in two courses, AP U.S. Government and AP Environmental Science. Results support teacher-driven adoption of KIA for students from both lower- and higher-income households and in both courses.

A Time to Adapt, Not “Return to Normal”: Lessons in Compassion and Accessibility from Teaching During COVID-19

COVID-19 drastically altered teaching and learning. The unprecedented public health crisis forced educators to transition courses online, to learn new technologies, and to embrace adaptability and flexibility. These pedagogical changes brought with them new challenges and stressors, causing many educators to long for a “return to normal” in education. In this conversation, I reflect on the transformative lessons we as educators can learn from teaching during the pandemic. I argue that teaching during COVID-19 has presented opportunities for educators to become more compassionate toward students. Some of the ways we restructured our courses may also make education more accessible to vulnerable groups. Examining the lessons I have learned in compassion and accessibility through teaching sociology during COVID-19, I suggest that now is a time to adapt, not return to normal.

Pandemic, policy, and pedagogy: analyzing the tripartite role of covid 19 pandemics, national education policy 2020, and pedagogical innovations vis-a-vis educational implications

The paper draws interlinkages between three factors, i.e., COVID 19 pandemic, the release of National Education Policy (NEP), 2020 by the Government of India, and the need for pedagogical changes and innovations concerning their educational implications the Indian context. The paper argues that COVID 19 pandemic has been a major setback for the ailing academic infrastructure in India. The immediate outcome might cause the severity of the pandemic and the increasing cases of infections across the nation, and the closure of schools and other educational institutions. However, to overcome further educational losses and compromises, the schools and colleges alternatively moved to online modes haphazardly. Initially, this push from the government came as a shock to many teachers and learners, bearing in mind the circumstances and ground realities in India, wherein this sudden ‘top-down’ transition appeared more as an imposition. Ever since this transition happened, everyone has been trying to adapt to this new ‘normal. Despite the relentless working of stakeholders at various levels owing to these unprecedented times, the situation does not look inspiring. Though NEP 2020 was envisioned as a sigh of relief and a major game-changer in metamorphosing the educational system in India, it is inept in addressing the immediate challenges posed by the pandemic, and there is a long way to go in its effective implementation. Therefore, policymakers and researchers have to deal with the compounded challenges. The most critical one can assess and address the learning gaps induced due to the ongoing pandemic. This paper attempts to look into the dynamics of the major debates emerging as a result of the anxieties and upheavals posed by the COVID 19 pandemic; the response of various stakeholders such as administrators, policymakers, teachers, educators, learners etc. The pedagogical implications for the teachers and educators due to these uncertain circumstances derive insights and strategies that will help make the educational system more resilient, resource-rich, and prepared to tackle future crises.

Teaching with Digital Technology and the Impact on Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

Teaching with Digital Technology and the Impact on Pedagogical Changes

This study aims to investigate lecturer teaching using digital technology and its impact on pedagogical change. The change from face-to-face learning to online learning has implications for educational institutions. <div><p>The problem is that many lecturers find it difficult to use digital technology in teaching, so that it is not in line with online pedagogy and online curriculum. The knowledge, abilities, and skills of the lecturers are questioned because there is no such alignment. Thus the impact of pedagogical change on online teaching is contradictory. Moreover, the components of digital technology and pedagogical changes will be fragmented.</p> <p>The research method approach is qualitative by interviewing six lecturers who teach at one university in Tangerang City. The findings obtained, three lecturers are knowledgeable, capable, and skilled in using digital technology to align with changes in online pedagogy. The other three lecturers have difficulty using digital technology, so the institution must provide continuous training so that learning can run smoothly.</p> As a result, by using digital technology that impacts pedagogical changes and online curricula, learning can run smoothly, despite the many difficulties in adopting digital technology. Learning using digital technology is a 21st-century learning process.<br></div>

Strategies of Teaching Writing at Saudi Tertiary-Level Institutions: Reality and Expectations

Teaching writing in English is a particularly daunting task for EFL teachers. Much of it concerns teaching accuracy in text production, development and thought expression which is usually not the teachers’ stated aim. Thus, teachers’ perceptions to the teaching of writing and the actual classroom practices need examination, which is the aim of this study, a prerequisite to recommending pedagogical changes to bridge the gap that exists between educational aims and outcomes so far as the teaching of writing to EFL learners in Saudi tertiary level educational institutions is concerned. The study applies a quantitative approach via a survey conducted with one hundred EFL teachers at Imam Mohammed Ibn Saud Islamic University (IMBSIU, henceforth), Qassim University and King Khaled University, Saudi Arabia. Results suggest that inadequate English resources and inefficient teaching methods are, in general, the main causes of poor writing skills. Further, the teachers perceive limited lexis, irregular sentences, and orthographical differences with the mother tongue as impediments in the learners’ ability to write well in English. The study concludes with some pertinent recommendations to remedy the situation.