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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Assessing Cognitive Flexibility, Other Executive Functions, and Learning in Healthy Adolescents ...
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Cognitive Flexibility and Its Association with Linguistic Preferences, Decision-Making, Tolerance of Uncertainty and Perceived Social Support ...
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Tong, Ke. - : Open Science Framework, 2022
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| 7 |
“Give me a path to follow”: A Deweyan inquiry into training volunteer EAL tutors of adult refugees
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In: Theses: Doctorates and Masters (2022)
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“Our Brokenness Kind of Connects Us”: Exploring Social Justice Topics Through Read-Alouds in a Ninth-Grade Classroom
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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TEACHING ENGLISH THROUGH INTERACTIVE GAMES IN A HIGHER EDUCATIONAL ESTABLISHMENT ...
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| 11 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 13 |
Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
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Abstract:
Utilizing the theoretical frameworks of translanguaging, raciolinguistic ideologies, and global designs, this dissertation investigates the teaching of language and literacy in a peer-taught, prison-based, English as a second language (ESL) program, Language Partners (LP) which is situated in a men’s medium security prison in Illinois. Following historical trends in the U.S. in which language and literacy education has been mobilized as a response to social and economic crises, education is increasingly being positioned as a means for addressing the issue of mass incarceration in the U.S. This study examines the language ideologies and discourses which shaped the teaching of English in LP and interrogates how the associated practices and policies either contributed to rearticulating or breaking down social and linguistic hierarchies similar to those found in educational and public spaces outside of the prison. This qualitative study was informed by principles of Participatory Action Research (PAR) and Critical Ethnography (CE). Throughout this study, the LP teachers, who were incarcerated men, and I collaborated as co-researchers as we sought to better understand what informed the practices and policies that we utilized in the teaching of English in LP and what was being accomplished through our program. As co-researchers, the LP teachers contributed to each phase of the research: design, implementation, analysis, and actions based on our findings. Similar to discourses found in educational spaces outside of position, rationales for teaching English in LP, a program which primarily served undocumented Mexican immigrants, communicated the ideas that learning English would provide the incarcerated students with more opportunities and access to educational and employment opportunities both while incarcerated and post-incarceration. Classroom observations and the collection of artifacts utilized in the classroom or to describe the program revealed that teaching English was based predominantly on monoglossic language ideologies which positioned language as a reified and bounded object which could be dissected into discrete linguistic units and taught outside of a particular social context. These monoglossic language ideologies, in conjunction with other factors, such as the influence of outside volunteers and teaching materials that were available to the LP teachers, contributed to a curricularized approach to English language and literacy instruction which shaped both linguistic and social hierarchies amongst members of LP, further contributing to the marginalization of the LP students and teachers. However, participatory action research (PAR) provided an opportunity for the teachers and I to critically examine our approach to teaching, creating the possibility to reimagine English teaching in our program and to critically consider our roles in relation to teaching and conducting research in a prison context. This study emphasizes the necessity to approach the teaching of language and literacy with adult populations as a social act, moving away from curricularized understandings of language teaching. Additionally, following other critical scholars, this research contributes to calls to question what is meant by transformative and liberatory education in spaces which continue to forward normative expectations of language and literacy. In relation to participatory action research, this study demonstrates the potential of PAR to challenge normative and restrictive understandings of research and knowledge production while also drawing attention to the importance of maintaining a critical focus and continually addressing power and hierarchies throughout the research process. ; U of I Only ; Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system
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Keyword:
Adult Language and Literacy; Carceral Education; Raciolinguistic Ideologies; Translanguaging
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URL: http://hdl.handle.net/2142/108093
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| 14 |
Ecosystem of Workplace Education and Training: Where Do Learners Fit?
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In: 21CLEO Presentations and Publications (2022)
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TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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| 16 |
Welcoming and Inclusive Farmers Markets: A Community of Practice to Encourage Diversity, Equity, and Inclusion
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In: Outcomes and Impact Quarterly (2022)
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| 17 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 18 |
Affectivity and agency in English teaching for Youth and Adult Education
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In: Revista Brasileira de Linguística Aplicada, Vol 22, Iss 1, Pp 94-124 (2022) (2022)
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| 19 |
Silver Girls: A Modern Retelling of Little Women
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In: Honors Program Theses and Projects (2021)
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Agroecological education for food sovereignty: Insights from formal and non-formal spheres in Brazil and Spain
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