The Translanguaging Current in Language Education. Ofelia Garcías föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/the-translanguaging-current-in-language-education-1.231363
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
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: FACEBOOK - http://www.facebook.com/Peru.usembassy
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: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Linguistics and The Teacher
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
PDF created with pdfFactory Pro trial version www.pdffactory.com
What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
PDF created with pdfFactory Pro trial version www.pdffactory.com
u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
In this slideshow, we will learn about different perspectives regarding input in Second Language Acquisition. This is part of the applied linguistics seminar offered at Universidad del Valle.
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
Creole and Pidgin Languages. General CharacteristicsMarina Malaki
This PPT presents Pidgin and Creole Languages, its general characteristics, as well as some peculiar features, varieties and examples. Hope you'd like it! Enjoy!
Åhörarkopior från Gudrun Svenssons presentation på Symposium 2105:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/translanguaging-f%C3%B6r-elevernas-kunskaps-spr%C3%A5k-och-identitetsutveckling-1.250842
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
Linguistics and The Teacher
Yaseen Taha
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Is linguistics a method of teaching?
u Many language teachers and learners tend to
ask this question: Why should we teach or learn
linguistics?
u What is the importance of linguistics?
u What do linguistics and teacher deal with?
PDF created with pdfFactory Pro trial version www.pdffactory.com
What is Linguistics?
u What are the main branches of linguistics?
Linguistics is the scientific study of language. There are three
aspects to this study: language form, language meaning, and
language in context
PDF created with pdfFactory Pro trial version www.pdffactory.com
u phonetics (the study of the production, acoustics and
hearing of speech sounds)
u phonology (the patterning of sounds)
u morphology (the structure of words)
u syntax (the structure of sentences)
u semantics (meaning)
u pragmatics (language in context)
PDF created with pdfFactory Pro trial version www.pdffactory.com
Linguistics?
Phonetics
sounds
Phonology
sounds
Morpholog
y words
Syntax
sentence
Semantics
meaning
Pragmatics
meaning
PDF created with pdfFactory Pro trial version www.pdffactory.com
u Linguistics is a major that gives you insight into one of the
most intriguing aspects of human knowledge and behavior.
Majoring in linguistics means that you will learn about
many aspects of human language, including sounds
(phonetics, phonology), words (morphology), sentences
(syntax), and meaning (semantics). It can involve looking
at how languages change over time (historical linguistics);
how language varies from situation to situation, group to
group, and place to place (sociolinguistics, dialectology);
PDF created with pdfFactory Pro trial version www.pdffactory.com
u how people use language in context (pragmatics,
discourse analysis); how to model aspects of
language (computational linguistics); how people
acquire or learn language (language acquisition);
how people process language (psycholinguistics,
experimental linguistics); how language relates to
historical, social, and cultural issues
(anthropological linguistics); how language is
taught in a classroom setting, or how students
learn language (applied linguistics).
PDF created with pdfFactory Pro trial version www.pdffactory.com
One very good reason for studying linguistics is that
language is what makes us distinctly human. Lederer (1991)
puts it in the strongest terms: “The birth of language is the
dawn of humanity …. before we had words, we were not
human beings”
PDF created with pdfFactory Pro trial version www.pdffactory.com
u The relationship between linguistics and second language
teaching has always been a controversial one. Many linguists
have argued that linguistics has nothing to say to the teacher.
Sampson (1980, p.10), says: "I do not believe that linguistics has
any contribution to make to the teaching of English or the
standard Europea
In this slideshow, we will learn about different perspectives regarding input in Second Language Acquisition. This is part of the applied linguistics seminar offered at Universidad del Valle.
This presentation is about Role of Motivation in Second Language Learning. The types of motivation and how motivation effects the process of learning a new language.
Creole and Pidgin Languages. General CharacteristicsMarina Malaki
This PPT presents Pidgin and Creole Languages, its general characteristics, as well as some peculiar features, varieties and examples. Hope you'd like it! Enjoy!
Åhörarkopior från Gudrun Svenssons presentation på Symposium 2105:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/translanguaging-f%C3%B6r-elevernas-kunskaps-spr%C3%A5k-och-identitetsutveckling-1.250842
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Åhörarkopior från Björn Kindenbergs och Pia Nygård Larssons presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/so-och-no-i-ett-andraspr%C3%A5ksperspektiv-vad-s%C3%A4rskiljer-%C3%A4mnesspr%C3%A5ken-1.231426
Åhörarkopior från Caroline Bötrius och Helena Danielssons presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/sol-projektet-att-organisera-kurser-i-spr%C3%A5k-och-kunskapsutvecklande-arbetss%C3%A4tt-f%C3%B6r-alla-l%C3%A4rare-1.231276
Det finns en språklig färdighet som är oerhört viktig men som vi inte alltid undervisar explicit i, nämligen förmågan att lyssna. Många gånger tror jag att vi tänker att förmågan att lyssna utvecklas per automatik men lika lite som förmågan att läsa eller skriva sker automatiskt gör förmågan att lyssna det. Det krävs träning och det krävs att någon modellar och undervisar om hur man gör för att aktivt lyssna.
Vad innebär det att lyssna och hur kan vi utveckla våra elevers förmåga att lyssna? Hur kan vi göra lyssnandet nödvändigt och hur kan vi uppmuntra aktivt och lyhört lyssnande? Det tar jag upp i denna presentation.
Åhörarkopior från Helena von Malorties och Lena Sjöqvists presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/att-utveckla-spr%C3%A5k-och-t%C3%A4nkande-genom-skapande-%C3%A4mnen-1.231671
Multilingual societies Language and IdentityThi.docxroushhsiu
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
Bilingualism || Introduction to BilingualismAjEmpire
Introduction to bilingualism. This is for educational purposes. In this everything related to bilingualism such as overview, introduction, etymology, Bilingual and its types, Bilingualism and its types, advantages and disadvantages have been discussed. This would be helpful in better understanding bilingualism.
Åhörarkopior från Pauline Gibbons föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/what-counts-as-scaffolding-implications-for-language-teaching-and-learning-1.231365
Åhörarkopior av Maria Rydells presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/konsten-att-f%C3%B6ra-ett-samtal-fram%C3%A5t-om-interaktion-och-muntlig-f%C3%A4rdighet-i-sfi-1.231452
Åhörarkopior från Björn Hjukströms presentation på Sympsoium 21015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/yrkesutbildning-samtidigt-med-sfi-studier-ett-utvecklingsprojekt-1.231400
Åhörarkopior från El Mahi Salmis och Lena Sjöqvists presentation från Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/att-utmana-och-st%C3%B6tta-de-spr%C3%A5kliga-och-kognitiva-och-f%C3%B6rm%C3%A5gorna-1.231664
Åhörarkopior från Mariana Sellgrens seminarium på Symposium 2015.
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/vi-vet-att-muntlig-interaktion-%C3%A4r-viktig-men-hur-%C3%A5stadkommer-vi-den-1.231480
Andreas Fejes föreläsning på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/vuxenutbildningens-mening-och-inneh%C3%A5ll-ig%C3%A5r-idag-och-i-framtiden-1.231303
Maria Kouns seminarium på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/kollegialt-l%C3%A4rande-f%C3%B6r-elevers-spr%C3%A5k-och-kunskapsutveckling-1.231434
Workshop om sambedömning av elevtexter med Monica Lindvall och Maria Rydell på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/formativ-och-summativ-bed%C3%B6mning-av-elevtexter-inom-sfi-och-grundl%C3%A4ggande-vuxenutbildning-1.231436
Föreläsning med professor Nihad Bunar: "Nyanlända och lärande - mottagande och inkludering". Föreläsningen spelades in i Farsta, Stockholm, den 16 september 2015 och kan ses via följande länk:
http://www.andrasprak.su.se/om-oss/aktuellt/nyanl%C3%A4nda-och-l%C3%A4rande-inspelad-f%C3%B6rel%C3%A4sning-1.248543
Maria Bjerregaard från Nationellt centrum för svenska som andraspråk presenterar hur vi kan jobba med ordförståelse stratetgier för att kvalificirat "gissa" betydelsen av främmande ord medan vi läser en text. Det är ett klipp ifrån hennes föreläsning "Framgångsrika läsare I alla ämnen" som tar upp bade teori och pratiska aktiviteter som lärare kan använda för att stötta sina elever att läsa faktatexter.
Maria Bjerregaard från Nationellt centrum för svenska som andraspråk presenterar hur vi kan jobba med frågor i marginalen, en aktivitet som presenteras i Gibbons "Lyft språket, lyft tänkandet". Det är ett sätt att stötta elevernas använding av läsförståelsestratregier under läsning av en text. Det är ett klipp ifrån hennes föreläsning "Framgångsrika läsare I alla ämnen" som tar upp bade teori och pratiska aktiviteter som lärare kan använda för att stötta sina elever att läsa faktatexter.
Maria Bjerregaard från Nationellt centrum för svenska som andraspråk ger föreläsnngen "Framgångsrika läsare I alla ämnen" som tar upp både teori och pratiska aktiviteter som lärare kan använda för att stötta sina elever att läsa faktatexter.
Maria Bjerregaard från Nationellt centrum för svenska som andraspråk presenterar hur vi kan jobba med förförståelse innan läsning av en text sker, enligt en modell som kallas Informationstjuvar. Det är ett klipp ifrån hennes föreläsning "Framgångsrika läsare I alla ämnen" som tar upp bade teori och pratiska aktiviteter som lärare kan använda för att stötta sina elever att läsa faktatexter.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Ofelia García åhörarkopior från Symposium 2015
1. THE TRANSLANGUAGING CURRENT
IN LANGUAGE EDUCATION
Ofelia García
The Graduate Center, City University of New York
October 8, 2015
ogarcia@gc.cuny.edu
www.ofeliagarcia.org
2. Framing Question
How do I today teach Swedish as a second
language to children, adolescents and
adults?
3. Overview
• Where has language education been?
• Where is language education going?
• Two teachers and a translanguaging
pedagogy.
• US situations.Translanguaging theory beyond.
4. Traditional conceptualizations of language
in language education
Languages (and cultures) as autonomous
bounded concepts
• Norms of idealized “native language” speaker.
• Acquisition of a “second” language.
9. Traditional conceptualizations
of language education
Goal of language education = to teach a
“second language”
• To “others” who will not participate
meaningfully
• To “own” who could only “add” to a linguistic
and cultural identity that is left undisturbed.
10. Traditional language education pedagogy
based on language construction
Pedagogies of
complete separation
Pedagogies based on
diglossia
11. The world has turned……
and language education has not always
Why not?
12. How has the world turned?
A neoliberal economic regime
(Harvey, 2005)
• Deregulation of markets
• Privatization and withdrawal of state from social
provisions
• Deterritorialization & displacements
• Spaces are interconnected
• Transnational circulation (capital, commodities,
labor and people). Technology
• Migrations & displacements
13. What have been the effects
of deregulation and deterritorialization on
language education?
Breaking out of the box
14. Breaking outs?
• 1. Many marginalized communities have
broken out of boundaries that had been
imposed
• Subtractive bilingualism questioned
• 2. The powerful have broken out of their
national borders
• Additive bilingualism no longer sufficient
• Turn toward plurilingualism
15. Breaking out has made
Dynamic bilingualism
visible
• Complexity
• Interconnectivity
• Multiplicity
but
• One tree
16. How does dynamic bilingualism re-shape
conceptualizations of “second language” education?
è
Dialogic, formed through social interaction
+
Not a “second” language. New language features & practices
17. Can learners acquire a “second language”
as a self-contained system?
• No!!!!!!
• Example: Two 5 year old “English language learners” who
are speakers of “Spanish” in a bilingual classroom
• What are they doing?
18. A 5 year old “English language learner” in
an “English” class
T: This tree is bigger. That tree
is smaller.
Alicia: [Tries out under her
breath]. This tree is grander.
(9/23/2007)
19. Snack Time for a 5 year old “English
language learner”
[Looking out the window and
talking to himself]
A: Está lloviendo mucho. [It is
raining a lot]
Look [telling the others]. It's
washing. There washing
afuera [outside] (10/19/2007)
20. What are these “English learners” doing?
• These learners are not simply adding
“English”, a whole autonomous language to
a “Spanish”.
• They are using their own language
features in interrelationship with new
ones to make meaning and communicate.
• They are constructing their dynamic
bilingual repertoire by adding features to
those they already have.
21. What are the “English learners” doing?
They are not code-
switching
From one national
language to another
They are TRANSLANGUAGING
Using their full language repertoire of
features to make meaning and extend
their repertoire
25. Language performances from the bilingual speaker´s angle
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Socially constructed as
English LOTETranslanguaging Space
26. What “language learners” do….
Whether they are
deploying ONLY FEATURES THAT HAVE BEEN
APPROVED BY SCHOOL for the task
Or
deploying ANY OF THE FEATURES in their language
repertoire to show what they know and can do
Learners ALWAYS leverage their entire language
repertoire in the process.
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28. The translanguaging corriente
García, Johnson & Seltzer, forthcoming (Caslon)
“Sometimes you see it, sometimes you don’t” but always
present
Why? Coordination of all language features into a linguistic
performance
29. How do you leverage the translanguaging
corriente in teaching?
TRANSLANGUAGING PEDAGOGY
The deployment of a speaker’s full linguistic repertoire
to learn and develop ways of using language and extend
their repertoire
& to equalize positions of learners
32. A “monolingual” teacher in an English-medium
classroom
5th grade – 10 year olds
What is Andy Brown doing?
33. What is Andy Brown doing?
Constructing a translanguaging space
• Linguistic landscape of classroom reflects multilingualism of children
• All ways of using language in classrooms in conversation with each
other
• Building metalinguistic awareness
• Building linguistic tolerance toward each other
• Working against linguistic hierarchies
• Involving families and others
• Developing multiliteracies
34. What is Andy Brown doing?
Translanguaging to build on the existing language repertoire
of students
• Acting as co-learner
• Recognizing & building on linguistic strengths
• Putting classroom’s language repertoires in conversation with each other
• Questioning dictionaries & manuals (“means”/”medios” -- “significa”)
• Recognizing difficulty of translation
• Recognizing the variability of language
• Recognizing differences in script & literacy directionality
• Normalizing linguistic diversity
• Bringing forth the translanguaging corriente
35. A teacher who is bilingual in an English-medium
classroom
11th grade – 17 year olds
What is Camila Leiva doing?
36. Pan American International High School
Rap Monday with music videos from
El Chivo of Quinto Sol & Eminem
37. “SÍ SE PUEDE” “YES WE CAN”
El Chivo of Quinto Sol
Against deportation of undocumented immigrants & separation of
children.
Call to action
“I’ll tell you the truth about illegal aliens!
Immigration is out of control, Fellows”.
“We got to do something.”
“If you take my mother, it will hurt my heart.”
“No me separen de mi mamá y mi papá.”
38. “Mosh” by Eminem
Against policies of then Pres. George Bush – War in Iraq
Call to action
• Pledge of allegiance by schoolchildren- “One nation,
indivisible, with liberty and justice for all” cf. with
• Deaf ears of then President George W. Bush, the US
Supreme Court and Congress to the pleas of the people
against the war in Iraq.
39. Sí se puede Mosh
El Chivo of Quinto Sol Eminem
Terrorismo es un pretexto. Esto no
es algo nuevo.
Lo mismo le pasó a mi padre;
también a mi abuelo.
El racismo no termina,
Es el mismo duelo.
¿Dónde quedó la libertad
que fundó este suelo?
Con miedo nos rechazan,
Le temen a mi raza.
Son miles de niños que han
perdido su casa,
Separando a padre, hijos y
hermanos.
Unidos todos, sí se puede.
All you can see is a sea of people,
some white and some black.
Don’t matter what color, all that
matters we gathered together to
celebrate for the same cause,
Don’t matter the weather.
If it rains, let it rain, Yeah, the
wetter the better.
They ain´t gonna stop us.
They can´t.
We stronger than ever.
They tell us no. We say Yeah!
They tell us stop. We say Go!
Rebel. With a rebel yell raise hell.
We gonna let ‘em know.
40. The music videos:
Translanguaging in LISTENING/VIEWING
• Multimodalities in music videos
• Simultaneous listening and viewing
• Translanguaging & transculturation in music videos
• Deconstructing autonomous language
• Different language practices
• Rapping, spoken, written, “slang”
• Call for unity of all practices – Unidos todos/ a sea of people together
• The continuum of translanguaging performances by
people in videos
• Different points along the monolingual-bilingual continuum
• El Chivo born in Los Angeles but rap is in Spanish; Eminem born in the US
but moving back and forth with whole repertoire.
• Different entry point to lesson
41. The music video: Translanguaging in
DIALOGUE & DISCUSSION
• In groups, students translanguage with each other
• In discussion with teacher, students translanguage to
participate
• I-Pads for meaning.
• Teacher makes links to translanguaging & transculturation
for strength in unity
• “Even though the song is in Spanish, we’re choosing words in
English. Quinto Sol grew up in the US but they do hip-hop in
Spanish, and we’re doing the same.”
• Sí se puede”“unidos todos con esta canción” (El Chivo) vs.” “all
that matters we gathered together” and it is then that “they ain’t
gonna stop us” since “we stronger now more than ever” (Eminem)
44. Translanguaging for literacy
• Discussion of reading using translanguaging
• Translation/writing using translanguaging
• Different entry points to writing
45. Translanguaging for metalinguistic awareness
• The power of language practices that are not the
dominant ones when speakers are all together
• Awareness of different language practices.
• “We gathered” together. “We stronger”
• Let ‘em know.
• Rhyming: Together, weather better, ever,
• Alliteration: Wetter/better
• Awareness of the construction of standard language
• Awareness of complexity and dynamism of bilingualism
• Drawing on students’ full linguistic repertoire to perform
with features desired in formal school settings
46. Translanguaging to create a trans-subject
to change perspectives and terms
through which conversations are had.
FOR SOCIAL JUSTICE
47. What translanguaging enables
• Translanguaging equalizes the distance between home
language practices and those desired in school.
• Translanguaging liberates and includes the multilingual
voices of speakers that have been constrained or
repressed in school
• Translanguaging normalizes multilingual use, speakers
and audiences
• Translanguaging is more than a simple scaffold, it is
expressive/transformational (changes terms through
which conversations are had).
48. Reframing the question through a
translanguaging lens……
• How do I teach
Swedish as a second
language to children,
adolescents and adults
who are new to
Sweden?
• How do I engage
students in appropriating
the language features
associated with Swedish
into their own unique
language repertoire?
49. To answer the question: A translanguaging pedagogy
Acknowledge the translanguaging current and learn to
navigate it to move forward
Andy & Camila’s translanguaging pedagogy:
1. Stance
2. Design
3. Shifts
50. Atranslanguaging pedagogy can assist us in answering the
transformed question of how to engage students in appropriating
the language features of Swedish into their language repertoire.
Adjö