This PowerPoint is for the workshop: Interpreting Outside the Box: Innovative Strategies In Higher Education. Slideshow has detailed notes (open and view the notes). We will also provide web interface with this information in the future. If you attended the 2013 RID Conference Presentation, this is the PowerPoint you are looking for.
The document discusses a mobile English language learning project for disadvantaged youth in the Dharavi slum in Mumbai, India. It aims to examine how a mobile learning resource can provide sustainable support for participants' English language learning in the program. Preliminary observations found daily use of mobile resources aligned with classes, sharing with others, but challenges in impact measurement and technical issues for some. The action research methodology employs a cyclical approach to find more sustainable solutions through participant actions and reflection. External validity of findings is debated given the specific research context.
This document summarizes interviews conducted with 25 students participating in an English language and skills program in Dharavi, Mumbai, India. The students reflect on the importance placed on education by their families as a means of social mobility. While both male and female students value education, female students face additional family pressures to marry instead of continuing their education. All students recognize the importance of English language skills for employment opportunities and see learning English as a way to improve their socioeconomic status. They also discuss preferences within the community for private English-medium schools despite their higher costs, driven by the perceived value of English in today's world.
This document summarizes a study that analyzed the politeness strategies used in emails sent by Arab postgraduate students in Malaysian universities to their supervisors. The study used Brown and Levinson's politeness theory and CCSARP coding to analyze 18 emails from 6 Arab students. The findings showed that the students used both positive and negative politeness strategies and tended to be more direct in their requests. No indirect strategies were used. The study provides insight into the Arab students' politeness strategies to help avoid misunderstandings when communicating in English via email in an academic environment.
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
This document summarizes the challenges faced by Sherrie Lee, a bilingual researcher from Singapore, in conducting research interviews in Mandarin with other Chinese participants. Some of the key challenges included navigating assumptions that as a bilingual researcher she had direct access to cultural groups, and dealing with her dual role as both researcher and translator. Her strategies to address these challenges included taking notes in English and key ideas in Chinese during interviews, balancing rapport building with seeking clarification, alternating between insider and outsider positions, and using various validation methods like member checking and transcribing interviews in English for efficiency.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
1) Assistive technologies refer to technologies that enhance learning for students with special needs by overcoming barriers to learning. This includes technologies purpose-built for certain conditions as well as everyday technologies modified for special needs.
2) The document discusses how assistive technologies like iPads and their applications can help students with expressive language disorders by providing visual and audio tools to improve communication abilities.
3) Interactive whiteboards also benefit students with expressive language disorders by engaging them visually and allowing them to physically manipulate their learning.
The document discusses a mobile English language learning project for disadvantaged youth in the Dharavi slum in Mumbai, India. It aims to examine how a mobile learning resource can provide sustainable support for participants' English language learning in the program. Preliminary observations found daily use of mobile resources aligned with classes, sharing with others, but challenges in impact measurement and technical issues for some. The action research methodology employs a cyclical approach to find more sustainable solutions through participant actions and reflection. External validity of findings is debated given the specific research context.
This document summarizes interviews conducted with 25 students participating in an English language and skills program in Dharavi, Mumbai, India. The students reflect on the importance placed on education by their families as a means of social mobility. While both male and female students value education, female students face additional family pressures to marry instead of continuing their education. All students recognize the importance of English language skills for employment opportunities and see learning English as a way to improve their socioeconomic status. They also discuss preferences within the community for private English-medium schools despite their higher costs, driven by the perceived value of English in today's world.
This document summarizes a study that analyzed the politeness strategies used in emails sent by Arab postgraduate students in Malaysian universities to their supervisors. The study used Brown and Levinson's politeness theory and CCSARP coding to analyze 18 emails from 6 Arab students. The findings showed that the students used both positive and negative politeness strategies and tended to be more direct in their requests. No indirect strategies were used. The study provides insight into the Arab students' politeness strategies to help avoid misunderstandings when communicating in English via email in an academic environment.
Brokering: A sensitising concept for understanding learningSherrie Lee
Brokering occurs when an intermediary, the broker, assists in the transfer or exchange of goods, services, information, opportunities and/or knowledge, where the recipients of such assistance would have had difficulty deriving the benefits of this exchange otherwise. In the context of EAL (English as an additional language) international students at a university, brokering can be understood as receiving informal assistance with understanding unfamiliar texts, interactions, artefacts, and social and cultural practices encountered in the context of the host academic community.
I explore the concept of brokering as facilitating learning, drawing on the various ways brokering has been used in both educational and non-educational contexts, that is, understanding brokering as a social phenomenon in communities, as knowledge transfer, and as mediating the translation of linguistic and/or cultural aspects of a new culture. These different applications of brokering contribute to an understanding of brokering as a sensitizing concept. Approaching brokering as a sensitizing concept allows alternative ways of viewing academic learning interactions among students, instead of viewing the phenomenon as having fixed features.
Presentation at the 2015 Te Kura Toi Tangata Faculty of Education Doctoral Symposium (Hamilton, New Zealand) on 24 November 2015.
DOI: 10.13140/RG.2.1.1236.6324
This document summarizes an action research project that explored using blogging across the curriculum to engage elementary school students in the writing process. Surveys found that over half of students knew about blogging, and most teachers believed technology could motivate writing. In the first research cycle, students and teachers were introduced to blogging and commented on sample blogs. The second cycle had students blog on topics in various classes and learn writing skills through blogging. Results indicated that while students enjoyed writing and commenting, many were not inclined to read fully. The researcher was surprised most students disliked reading but wanted to write and comment online.
A Chinese researching other Chinese: Problematizing the bilingual researcherSherrie Lee
This document summarizes the challenges faced by Sherrie Lee, a bilingual researcher from Singapore, in conducting research interviews in Mandarin with other Chinese participants. Some of the key challenges included navigating assumptions that as a bilingual researcher she had direct access to cultural groups, and dealing with her dual role as both researcher and translator. Her strategies to address these challenges included taking notes in English and key ideas in Chinese during interviews, balancing rapport building with seeking clarification, alternating between insider and outsider positions, and using various validation methods like member checking and transcribing interviews in English for efficiency.
The promise of diasporic academics: Potential partnerships between the local ...Sherrie Lee
Lee, S. (2017, November). The promise of diasporic academics: Potential partnerships between the local and global. Paper presented at the New Zealand Association for Research in Education Conference (NZARE) Annual Conference, Hamilton, New Zealand.
Abstract
This presentation considers the promise of diasporic academics from the viewpoint of one who identifies herself as a diasporic academic. Drawing from Wendy Larner’s (2015) paper, the presentation is a biographical reflection on the benefits and implications of diasporic academics, in particular, international doctoral students, in higher education.
Firstly, I will discuss the definition and examples of a diasporic academic, as well as highlight how diasporic academics are positioned as transnational knowledge brokers in advancing universities' internationalisation strategies and policies. I then focus on a particular group of diasporic academics, international doctoral students. I argue that while they are pivotal in advancing internationalisation plans, the ways in which universities engage (or disengage) with them serve to undermine those internationalisation goals.
Then I provide a brief outline of my personal background to set the context of my reflections. I will speak from my experiences as a former leader in my university’s Postgraduate Students’ Association, share about international student engagement in my own faculty, and highlight the tensions arising from university-wide restructuring and significant staff movements. I then offer suggestions how relationships with international doctoral students as diasporic academics can be nurtured in mutually beneficial ways.
I conclude that leadership in higher education needs to be cognizant of the potential and challenges of engaging with emerging diasporic academics. After all, diasporic academics are potential partners in growing international networks in an age of academic mobility.
Reference
Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006
Keywords: Diasporic academic, internationalisation, partnership
1) Assistive technologies refer to technologies that enhance learning for students with special needs by overcoming barriers to learning. This includes technologies purpose-built for certain conditions as well as everyday technologies modified for special needs.
2) The document discusses how assistive technologies like iPads and their applications can help students with expressive language disorders by providing visual and audio tools to improve communication abilities.
3) Interactive whiteboards also benefit students with expressive language disorders by engaging them visually and allowing them to physically manipulate their learning.
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
This document analyzes forum discussions from a CALL II class. It summarizes the responses from 22 students on what they want to learn and how. For what to learn, most students were interested in managing technology (50%) and human language technologies (21%). For how to learn, most preferred a practical class involving practice (48%), with discussing themes and working in teams also popular options. Based on this analysis, the proposal is for the CALL II class to focus on technological interaction between students, tools, and teachers, allowing students to learn, share information, and perform classwork online at their own pace with various resources and feedback. The goal is an interesting, creative class that develops cognitive and social skills through teamwork and knowledge
This document discusses dialects in the classroom and how teachers should address them. It covers several key points:
1) Dialects represent students' identities and backgrounds but standard English is important for certain situations like job interviews.
2) The University of North Carolina Pembroke gives incoming students a "speech evaluation" to assess their use of standard English and flags those who may need extra help.
3) Teachers must embrace students' dialects while also teaching them when standard English is appropriate. They should avoid making students feel like any dialect is "wrong" or "better" than others.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It discusses the philosophy, guiding principles, needs of learners, and outcomes of the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The guiding principles indicate that language acquisition is a lifelong process and involves meaningful use of language through engagement with texts. The needs of learners section describes Generation Z, born after 1994, as digital natives who are comfortable with technology but have reduced attention spans. The ultimate goal of the curriculum is to produce graduates who can communicate effectively, understand other content areas, and be successful in their chosen careers through application of language skills.
This document discusses the benefits of using videoconferencing for language learning in primary schools. It argues that videoconferencing allows students to communicate authentically with native speakers, bridging the gap between classroom learning and real-world use of the language. The document also notes that videoconferencing can engage students in meaningful tasks and help them learn about different cultures. However, it acknowledges some challenges like managing student behavior during interactions and the time commitment required from teachers. Overall, the document advocates for the use of videoconferencing to enhance student learning outcomes in language education.
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
The document discusses the benefits of using collaborative projects across curriculums in classrooms. It notes that while some educators are hesitant due to challenges in implementation, collaborative projects provide meaningful learning opportunities for students to interact, share perspectives, and construct new knowledge through dialogue. Research indicates that while many teachers currently use the internet as an information resource, collaborative online projects could further enhance learning by allowing students to communicate and work together beyond the classroom.
CMC Teacher Education SIG Presentation; JakobsonCmcTchrEdSIG
This document discusses formative assessment using web-based technologies for language learning. It summarizes research showing that feedback is important for student motivation and language acquisition in e-learning environments. The document also reports on a study that examined student attitudes towards feedback on short written and oral assignments delivered through various web technologies. The study found that students found feedback to be helpful, especially feedback addressing the learning process and language accuracy. It calls for further research on effective feedback delivery methods in e-learning and greater use of social media, which could improve feedback practices.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/emancipatory-english-in-india/
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
Teaching english to engineering students in indiaAlexander Decker
1. The document discusses the importance of teaching English to engineering students in India. It is the language of advanced knowledge and the internet connects India to the global community. However, many engineering students lack strong English skills.
2. The author outlines problems English teachers face in teaching engineering students like varying English proficiency levels and lack of time. Students also struggle to learn at different paces. Improving English communication skills is important for students' future careers.
3. The English curriculum focuses on listening, speaking, reading and writing but courses are often too theoretical instead of practical. Both students and teachers would benefit from more innovative teaching methods.
This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document summarizes a study that explored factors affecting English speaking skills among undergraduate students in Saudi Arabia. The study utilized a questionnaire to identify problems students face speaking English and factors they believe contribute to these problems. Key findings included linguistic, individual, social, psychological and institutional factors influence students' English speaking abilities. These were largely based on students' beliefs, needs and desires. The study aims to help teachers understand challenges students face speaking English and improve communication skills.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
How to Deploy & Support a Universal Design for Learning Strategy w/TTS Technology within D2L's Learning Environment. Readspeaker with Michal Hughes. St. Catharines, Ontario. November 18, 2016.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
1 the era of pragmatic english tesol 2011cjeremysykes
The document discusses the rise of pragmatic international English as a lingua franca for global business communication. It notes that the scale of people participating in the global economy who need English skills has expanded dramatically. It also discusses different perspectives on the spread of English globally and defines pragmatic international English as the functional business language needed for tasks like report writing and digital communication. The document concludes by examining the need for Taiwanese students to develop stronger English communication skills to compete globally, and principles for communicative language learning through tasks and active communication.
Me and those English-speaking Elites: Uncovering the Identity of One ELL in S...Sherrie Lee
A presentation at the 2013 Joint SELF Biennial International Conference and Educational Research Association of Singapore (ERAS) Conference on 10 September 2013.
Me and those English-speaking elites: Uncovering the identity of one minority ELL in Singapore
The minority English language learner (ELL) in Singapore is one who does not have English as a home language nor considers English as one’s first language even though Singapore’s education system and virtually every aspect of civic life uses and promotes English as a first and official language. Using the narrative inquiry method, I explore one minority ELL’s (“Rachel”) past and present schooling experiences in learning English.
Through the lens of primary and secondary Discourses (Gee, 2012), I examine how social relationships and investment (Norton Peirce, 1995; Norton, 2000) have contributed to Rachel’s identity as an ELL. In her foundational school years, Rachel’s English language learning experiences were marked by judgment and humiliation. While her secondary school experience saw more positive experiences through safe houses such as the school band, the fear of using English among English-proficient users remained. At the post-secondary level, Rachel was motivated to improve her English through cumulative successes and a desire for school success. Coming from a working-class background, Rachel’s investment in learning English increased as she saw herself as a future financial provider for her family. Nonetheless, Rachel’s identity as an ELL and the process of gaining cultural capital continue to be at odds with her primary Discourse as a predominantly Mandarin-speaker.
The implications of this research include encouraging similar ELLs to tap on positive identities for language learning, as well as helping them come to terms with tensions between their primary Discourse and the secondary Discourse of school.
References
Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourse (4th ed.). Oxford: Routledge.
Norton Peirce, B. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9–31.
Norton, B. (2000). Fact and fiction in language learning. Identity and language learning: Gender, ethnicity and educational change (pp. 1–19). London: Longman/Pearson Education.
Key Strategies & Digital Tools for ELL Instruction in CCSS 2015Martin Cisneros
Are your ELL students ready for the CCSS & assessments? Join us to explore a set of key principles and the various digital resources, apps , and web tools to support ELLs in meeting the rigorous, grade level academic standards found in the Common Core State Standards. The principles are meant to guide teachers, coaches, ELL specialists, curriculum leaders, school principals, and district administrators as they work to develop Common Core State Standards-aligned instruction for ELLs. These principles are applicable to any type of instruction regardless of grade, proficiency level, or program type.
This document analyzes forum discussions from a CALL II class. It summarizes the responses from 22 students on what they want to learn and how. For what to learn, most students were interested in managing technology (50%) and human language technologies (21%). For how to learn, most preferred a practical class involving practice (48%), with discussing themes and working in teams also popular options. Based on this analysis, the proposal is for the CALL II class to focus on technological interaction between students, tools, and teachers, allowing students to learn, share information, and perform classwork online at their own pace with various resources and feedback. The goal is an interesting, creative class that develops cognitive and social skills through teamwork and knowledge
This document discusses dialects in the classroom and how teachers should address them. It covers several key points:
1) Dialects represent students' identities and backgrounds but standard English is important for certain situations like job interviews.
2) The University of North Carolina Pembroke gives incoming students a "speech evaluation" to assess their use of standard English and flags those who may need extra help.
3) Teachers must embrace students' dialects while also teaching them when standard English is appropriate. They should avoid making students feel like any dialect is "wrong" or "better" than others.
Brokering practices among EAL international studentsSherrie Lee
Academic challenges of international students, particularly those with English as an additional language (EAL), have been mostly researched in the classroom context, with little attention paid to students’ informal learning practices. My research looks specifically at the brokering practices of EAL tertiary students in their understanding of academic literacy. Brokering refers to how students seek help from their peers about understanding academic knowledge and skills. I conducted semi-structured interviews and observations to find out who students approached for help, aspects of academic literacy they needed help with, and their perceptions of the experience. The research findings suggest that educators need to pay attention to how students seek peer support in academic learning in order to develop more effective ways of supporting students’ academic literacy needs.
This paper was presented at CLESOL 2016 on Saturday 16 July 2016.
CLESOL 2016 (Website: http://www.clesol.org.nz)
Learners in Context: Bridging the Gaps
Ākonga Reo: Aronga Āputa
Thursday 14 – Sunday 17 July 2016
The University of Waikato, Hamilton, New Zealand
The 15th National Conference for Community Languages and ESOL, brought to you by TESOLANZ (Teachers of English to Speakers of Other Languages Aotearoa New Zealand) and CLANZ (Community Languages Association New Zealand).
The document discusses using the social networking site Facebook to teach English as a second language to university students in Bangladesh. It summarizes that Facebook is very popular among young Bangladeshis and could offer opportunities for language learning. The study divided students into a control group that received traditional classroom teaching and an experimental group that also completed tasks on Facebook. At the end of the semester, the groups' test results were compared to determine if Facebook facilitated language acquisition. The document provides background on English education in Bangladesh and theoretical support from task-based language teaching for using online social networks in language instruction.
This document presents the K-12 English curriculum guide from the Department of Education of the Philippines. It discusses the philosophy, guiding principles, needs of learners, and outcomes of the English curriculum. The philosophy states that language is central to intellectual, social and emotional development. The guiding principles indicate that language acquisition is a lifelong process and involves meaningful use of language through engagement with texts. The needs of learners section describes Generation Z, born after 1994, as digital natives who are comfortable with technology but have reduced attention spans. The ultimate goal of the curriculum is to produce graduates who can communicate effectively, understand other content areas, and be successful in their chosen careers through application of language skills.
This document discusses the benefits of using videoconferencing for language learning in primary schools. It argues that videoconferencing allows students to communicate authentically with native speakers, bridging the gap between classroom learning and real-world use of the language. The document also notes that videoconferencing can engage students in meaningful tasks and help them learn about different cultures. However, it acknowledges some challenges like managing student behavior during interactions and the time commitment required from teachers. Overall, the document advocates for the use of videoconferencing to enhance student learning outcomes in language education.
This document discusses assistive technologies that can help vision impaired students. It defines assistive technology as devices that help people with disabilities perform functions that may otherwise be difficult. The document outlines several technologies available for vision impaired students, including canes, braille devices, screen readers, and magnification systems. It emphasizes that technology allows visually impaired students to independently complete reading, writing, and other school tasks. The document also notes the importance of teachers keeping updated on assistive technologies to help all students succeed in inclusive classrooms.
The document discusses the benefits of using collaborative projects across curriculums in classrooms. It notes that while some educators are hesitant due to challenges in implementation, collaborative projects provide meaningful learning opportunities for students to interact, share perspectives, and construct new knowledge through dialogue. Research indicates that while many teachers currently use the internet as an information resource, collaborative online projects could further enhance learning by allowing students to communicate and work together beyond the classroom.
CMC Teacher Education SIG Presentation; JakobsonCmcTchrEdSIG
This document discusses formative assessment using web-based technologies for language learning. It summarizes research showing that feedback is important for student motivation and language acquisition in e-learning environments. The document also reports on a study that examined student attitudes towards feedback on short written and oral assignments delivered through various web technologies. The study found that students found feedback to be helpful, especially feedback addressing the learning process and language accuracy. It calls for further research on effective feedback delivery methods in e-learning and greater use of social media, which could improve feedback practices.
From the blog TOETOE (ˈtɔɪtɔɪ): Technology for Open English - Toying with Open E-resources http://www.alannahfitzgerald.org/emancipatory-english-in-india/
Using focused ethnography to understand brokering practices among internation...Sherrie Lee
Brokering practices are help-seeking interactions that bridge gaps in the seekers' knowledge and understanding of new cultural practices thus enabling them to access resources they would find difficult to do so on their own. For EAL (English as an Additional Language) students, these help-seeking interactions may involve getting others to translate, interpret or explain particular aspects of the host academic environment. In this research, focused ethnography (Knoblauch 2005) is used to investigate the nature of brokering practices among ten international EAL tertiary students during their initial academic semester of fifteen weeks. Focused ethnography specifically addresses constraints in the research context (e.g. time and access to informants), as well as capitalizes on technological tools such as digital recording devices. In seeking to understand brokering interactions and relationships students have with their brokers, conventional ethnographic methods were adapted, for example, digital ethnographic methods (Pink et al. 2015) were used instead of participant observation. Digital ethnographic methods allows a large amount of data to be recorded and reviewed, a feature of focused ethnography known as data intensity. While this form of intensity has been argued to compensate for a short period of research activity, this research suggests that another form of intensity – relational intensity – is just as important in addressing research constraints. Relational intensity refers to the researcher's ongoing responsiveness to the needs of research participants. The paper concludes that future focused ethnographic research should consider both data-related and relational forms of intensity in addressing research constraints.
Using focused ethnography to understand brokering practices among international students. Available from: https://www.researchgate.net/publication/312024097_Using_focused_ethnography_to_understand_brokering_practices_among_international_students
This document outlines the K to 12 English curriculum guide for the Philippines Department of Education. It discusses the philosophy that language is central to intellectual, social, and emotional development. It also establishes several guiding principles for language acquisition, including that all languages are interrelated, language learning is an active and continuous process, and learning requires making meaning. The document then discusses the needs of Generation Z learners, who have grown up with ubiquitous technology, short attention spans, and in a highly diverse environment. The ultimate goal of the curriculum is to produce graduates who can effectively communicate, understand other content areas, and be successful in their chosen careers or fields of study.
Teaching english to engineering students in indiaAlexander Decker
1. The document discusses the importance of teaching English to engineering students in India. It is the language of advanced knowledge and the internet connects India to the global community. However, many engineering students lack strong English skills.
2. The author outlines problems English teachers face in teaching engineering students like varying English proficiency levels and lack of time. Students also struggle to learn at different paces. Improving English communication skills is important for students' future careers.
3. The English curriculum focuses on listening, speaking, reading and writing but courses are often too theoretical instead of practical. Both students and teachers would benefit from more innovative teaching methods.
This document discusses integrated teaching methods for early childhood English language learners. It defines integrated teaching as incorporating subjects within each other and connecting to students' lives. The document reviews how integrated methods like project-based learning can provide inquiry-based exploration. While research finds benefits to integration, it also notes English language learners may not benefit as much as native English speakers and teachers need better training to meet their needs. The document concludes by emphasizing the importance of preparing teachers for integrated instruction of diverse students.
This document provides the K-12 curriculum guide for English in the Philippines. It outlines the philosophy, principles, needs of learners, outcomes, and conceptual framework for teaching English. The philosophy states that language is central to intellectual, social and emotional development. Key principles include the interrelatedness of languages and that acquisition in one language benefits others. The needs of today's learners, referred to as Generation Z, are that they are immersed in technology but may have reduced attention spans. Desired outcomes include communicative competence, multiliteracies, and preparing graduates to communicate effectively and participate in civic life. The conceptual framework explains that language is best learned through interaction, integration of skills, being learner-centered, contextualization, and
This document summarizes a study that explored factors affecting English speaking skills among undergraduate students in Saudi Arabia. The study utilized a questionnaire to identify problems students face speaking English and factors they believe contribute to these problems. Key findings included linguistic, individual, social, psychological and institutional factors influence students' English speaking abilities. These were largely based on students' beliefs, needs and desires. The study aims to help teachers understand challenges students face speaking English and improve communication skills.
Readspeaker Presentation at 2016 Brightspace Southern Ontario ConnectionD2L Barry
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Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
Using web20technologytosupportlifelonglearningdolly_morris
This document summarizes how Web 2.0 technologies can be used to support the development of lifelong learning skills in postsecondary students. It discusses characteristics of lifelong learners, including self-directed learning and metacognitive awareness. It then outlines five instructional objectives for supporting lifelong learning skill development: developing student autonomy and intentionality, encouraging reflection, enculturating students into communities of practice, encouraging discourse and collaboration, and providing intrinsically motivating learning activities. Finally, it provides examples of how technologies like blogging, social networking, document co-creation, and resource sharing can help achieve these objectives and thus help students develop skills for lifelong learning.
The document discusses gifted education, 21st century skills, and technology integration. It provides information on researchers in gifted education from the past. It also discusses a study on the impact of the Renzulli Learning program on student achievement and motivation. The document advocates for developing skills like critical thinking, creativity, and teaching thinking over specific tools. It highlights characteristics of distinguished teachers who effectively integrate technology.
UDL was created to meet the needs of all learners, regardless of their disabilities or limitations. It aims to reduce barriers to learning through flexible methods, materials, and assessments. Technology plays a huge role by providing multiple and flexible ways to engage with content. The CAST UDL Lesson Builder and modules help teachers design lessons incorporating UDL principles to benefit all students.
This is a big question! Distance education (DE) is one answer. DE allows people to learn - and earn - a certificate, diploma, or degree (almost) wherever they live. Technology has increased its reach, however, in order to reach the increasing number of people who are not able to find sustainable employment, or go to school full-time, DE could be expanded and instructional models and technologies improved. This literature review explores many questions to expand DE's reach.
This document discusses inclusion, which is educating students with disabilities in regular classrooms alongside their non-disabled peers. It provides perspectives both for and against inclusion. Support for inclusion includes improved academic and social outcomes for students with disabilities in inclusive settings. However, some research has found negative impacts on non-disabled peers, such as lower test scores, from having students with emotional or behavioral disabilities in the classroom. The document concludes by listing several resources on both sides of the inclusion debate.
The document discusses the importance of integrating technology into high school education. It notes that technology can help engage students, improve achievement, and prepare students for an increasingly globalized world. Some ways schools are currently using technology include research, Google Drive, email, word processing, and social media. However, barriers like lack of professional development and resources have limited technology adoption. The document advocates for providing teachers training and support to effectively integrate tools like blogs, podcasts, wikis, and flipped classrooms into instruction. This can help meet students' varied needs and abilities while developing skills for future success.
This document discusses inclusion, which is educating students with disabilities in regular classrooms with support services provided in the classroom rather than a separate setting. It outlines research showing both academic and social benefits of inclusion for students with and without disabilities, such as improved grades, social skills, and peer interactions. However, some research also suggests inclusion may negatively impact non-disabled peers' achievement. The document also notes legislation and court rulings supporting inclusion but recognizing the need for specialized services depending in a child's needs.
The document discusses several trends and issues impacting education in an increasingly globalized and diverse world. It notes that societies are becoming more ethnically diverse each year. It also discusses how technology interconnects all aspects of life and how education systems are focusing on developing students' technology skills for the 21st century workforce. Additionally, it addresses the challenge teachers face in developing cultural competency skills to meet the needs of a growing diverse population of students. Finally, it mentions issues surrounding the Common Core standards and ensuring equal opportunities for students living in poverty.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Parker, celeste the effectiveness of two reading intervention programs nfaerj...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
Designing for People with Cognitive Disabilities in Language and LiteracyUXPA International
UXPA 2013 Annual Conference Wednesday July 10, 2013 11:00am - 12:00pm ET by Yulia Nemchinova
The importance of accommodating visually impaired Web users is now widely recognized - yet cognitively impaired users are still largely left behind. Cognitive disabilities include conditions such as learning and language disabilities, attention disorders, traumatic brain injury, mental retardation, autism, cerebral palsy, cognitive issues related to aging and more. The broad spectrum of cognitive issues and lack of user research and evaluation pose immense and important challenges to us as UX practitioners. This presentation addresses design for this diverse user group, with a special focus on language and literacy disabilities fairly common in both adults and kids.
This document discusses information literacy and its role as a catalyst for educational change. It begins by defining information literacy and outlining some of its key aspects. It then examines some of the challenges of implementing information literacy in higher education, such as supporting lifelong learning skills, developing a learning culture, and addressing diverse student needs through flexible teaching approaches. The document argues that information literacy can empower both learners and librarians when implemented through a clear collaborative strategy between faculty, libraries, and administrators. When adopted as a pedagogical framework, information literacy can support lifelong learning and increase institutional and national competitiveness.
This document discusses how technology can help students with learning disabilities in three key ways:
1) Technology allows students to learn concepts that were previously too complex by providing tools like word processors and text readers.
2) It creates constructive learning environments by providing multiple ways for students to engage with materials and generate their own understanding.
3) Assistive technologies specifically empower students by helping them complete tasks that would otherwise be impossible, such as reading text aloud.
Designing for People with Cognitive Disabilities at UXPA 2013Yulia Nemchinova
Yulia Nemchinova shared her findings from literature research and collaboration with experts in cognitive accessibility at the UXPA 2013. From a disable to a differently able: a positive outlook on cognitive accommodations.
This document provides an overview of learning theories and frameworks relevant for librarians. It discusses key concepts around pedagogy, andragogy, heutagogy and learning styles. It also outlines the government agenda around education and lists important resources for further reading, including works from experts like Etienne Wenger, Diana Laurillard, and Paul Ramsden. The document is intended to help librarians understand learning and teaching in order to adapt to changing information environments.
Similar to Rid2013 interpreting outside the box 3 hour workshop compressed (20)
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Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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16. “Sign Language Interpreters in
Mainstream Classrooms:
Heartbroken and Gagged”
Gina Oliva (February 21, 2012)
www.streetleverage.com
…”Something is not right”
17. “…remarkably little is known about how much
of an interpreted message is actually
understood by deaf students in the
classroom” (Marschark, et al 2005)
19. Students are faced with “…the challenge of
successfully managing the triad of information
from the PowerPoint, professor, and interpreter.”
(Lartz, Stoner, and Stout 2008)
25. Proximity
in sightline, (Frishberg 1990)
near visuals (Stewart et al 2004)
“Interpreters should advocate for being
allowed to stand closer to visual materials
and the speaker when possible.” (Minor 2011)
33. Draw a line that starts from the left,
goes up and to right forming a hump
and then comes back down and to the
right. This line also has 7 vertical lines:
one is down the middle, and the six
others appear equidistant on either side
of the center line. Three lines are to the
left, and three are to the right.
59. Pre & Post
Conferencing
Prepares You & Consumer for Interpreting
Identifies, Repairs, & Prevents Interpreting Gaps
Triggers Innovative Options
Assesses Needs & Background Knowledge
With Deaf Consumer
60. Pre-conferencing is supported by:
2.2 Assess consumer needs and the interpreting
situation before and during the assignment and
make adjustments as needed.
And RID’s Educational Interpreter Toolkit.
67. References
Presentation by: Denise Gagnon Perdue and Laura Wickless at the 2013 RID National Convention, Indianapolis, IN, August 11, 2013
Barefoot, B. O. (2004). Higher education's revolving door: confronting the problem of student drop out in us colleges and universities. Open
Learning, 19(1), 9-18.
Educational Interpreting Certificate Program (EICP) Work Group, Fact Sheet: CRISIS in educational interpreting services, February 2003. Retrieved
from http://frcc.cccoes.edu/~doit/
Kurz, K., & Caldwell Langer, E. (2004). Student perspectives on educational interpreting: Twenty deaf and hard of hearing students offer insights and
suggestions. In E. Winston (Ed.), Educational interpreting: How it can succeed,. Washington, DC: Gallaudet University Press.
Lartz, M., Stoner, J., & Stout, L. (2008). Perspectives of assistive technology from deaf students at a hearing university. Assistive Technology
Outcomes and Benefits, 5(1), 72-91.
Marschark, M., Sapere, P., Convertino, C., & Seewagen, R. (2005). Educational interpreting: Access and outcomes. In M. Marschark, R. Peterson & E.
Winston (Eds.), Interpreting and interpreter education: Directions for research and practice. Retrieved from https://ritdml.rit.edu/handle/1850/254
Minor, R. (2011). A comparison of deixis in interpreted lectures and signed lectures in asl: An exploration of the structures of asl utilized by
interpreters and deaf teachers when referring to a visual aid. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession
Order No. AAT3467390)
Registry of Interpreters for the Deaf. Vol. 30. VIEWs Editor. Registry of Interpreters for the Deaf. Summer/Spring ed. Alexandria: RID Press, 2013. 2
vols. Print.
Registry of Interpreters for the Deaf. Educational interpreter resources toolkit. Retrieved from
http://www.rid.org/UserFiles/File/pdfs/About_RID/For_Educational_Interpreters/Educational_Interpreting_Resources_Toolkit/Educational_Interpre
ting_ToolKit(1).pdf
Schick, B., Williams, K., & Kupermintz, H. (2005). Look who's being left behind: Educational interpreters and access to education for deaf and hard-
of-hearing students. Journal of Deaf Studies and Deaf Education, 11(1), 2-20. Retrieved from http://jdsde.oxfordjournals.org
Schroedel, J., Watson, D., & Ashmore, D. (2003). A national research agenda for the postsecondary education of deaf and hard of hearing students.
American Annals of the Deaf, 148(2), 67-73. Retrieved from http://muse.jhu.edu/journals/aad/summary/v148/148.2schroedel.html
Smith, J. (2004). Deaf students in collegiate mainstream programs. Deaf Studies Today!, 1, 291-307. Retrieved from
http://doug.stringham.net/uvuasl/3310/ch10_smith.pdf
Swanwick, R., & Marschark, M. (2010). Enhancing education for deaf children: Research into practice and back again. Deafness & Education
International, 12(4), 217-235. Retrieved from http://www.thereadingrhizome.com/wp-content/uploads/2011/01/Enhancing-education-for-deaf-
children.pdf
Winston, E. (1994). An interpreted education: Inclusion or exclusion. In R. Johnson & O. Cohen (Eds.), Implications and Complications for Deaf
Students of the Full Inclusion Movement (pp. 2-
Winton, E. (2004). Interpretability and accessibility of mainstream classrooms. In E. Winston (Ed.), Educational interpreting: How it can succeed,
Washington, DC: Gallaudet University Press. 94). Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED380917
Welcome! When you came in this morning you received a piece of paper. Don't fold the paper – it will be used in just a minute for an activity.
Celebrating 50 Years and YOU getting up on a Sunday morning… Celebrating Innovations in our field in the last 50 years:Perdue: A few I remember-the interpreter smock, 4 philosophical models of interpreting (you know Helper, Conduit…etc.),Wickless: How about VRS and VRI? And what is an interpreter smock???
Who are we and how did we get to this topic?Introduce self
introduction
A PDF of our PowerPoint as well as extended notes, statistics, pointers, references, discussion forums and resources will be available on our companion website. You can take notes as you wish, but the info will be online. If you would like access sign in and indicate whether you would like to be a free member or to receive information by email. We’ve also created a Facebook page…look for Terpism.
Now its your turn to tell us a bit about you. Take a moment to answer some poll questions about yourself!
Take a moment to reflect upon you and your role in the Educational Interpreting field. Think about how you entered the field and what shaped your understanding of the rules of educational interpreting. During this presentation you may question or support or not comprehend something we point out. Please feel free to ask any questions as we go along. We want to start off with an activity…Its Sunday morning and this will get you moving…in case you haven’t had enough coffee. When you came in you received a 5x5 piece of paper…now is the time to take it out and use it in this activity. For this activity you will follow a set of instructions on the video. It doesn’t matter if you have the paper with the quote facing you or facing away from you.Next slide has link.
Link to silent video demonstration of origami box making. Have participants attempt to co-construct the box. 6 per group. Video is 100% visually accessible with no print, speech or audio—simply demonstration.http://www.youtube.com/watch?v=FkCWqYOTn6c&t=07sPause when everyone has made their part of the box. Ask participants to move together to a group of 6. Watch the remaining part of the video to construct a box.Results of co-construction…A few probably had some experience with origami or just had a knack for it and constructed a box that looks like the one demonstrated in the video.A partially constructed box is one that is: Hastily constructed with limited information/experience and with challenges coordinating multiple players and perspectives.If you had more time to view the process, reflect, consider strategies for team coordination, and had time to pause and perfect your techniques, your end product would have come out better. And this leads us into our point about…
The Educational Interpreter’s Box. The activity you just completed was s a quick journey through co-construction- albeit this was under pressure. This was meant to mimic (roughly) the way stakeholders responded to or addressed PL 94-142 law establishing mainstream education in the early 1970’s. Interpreter norms and standard practice grew out of this with little time for research. The entire field was still new. Many approaches that grew out of rapid co-construction include SEE I, SEE II, LOVE, and the Rochester Method. Like any tool, English influenced signed systems have uses depending on consumer preference. The results of those early efforts still affect our choices today and impact Educational Interpreting. So the Educational Interpreting Box was created with all these inputs…but we know so much more about learning strategies, interpreting processes, Interpreter research, differences between languages (ASL and English) than we could have in the past…So here we go “innovating”. Wait… What do we mean by Innovation/Innovatin?. We are not implying that we are inventing or developing something new as the word is defined. What we are proposing is thinking about what we do as interpreters in educational settings in a new way.
Points:CPC tenets invite innovation—yes, they actually do!We are in transition as a fieldWe strive to be effective but don’t always feel equipped to respond to needsWe know you are here to learn about innovation but before we do that we need to talk about why innovation is appropriate and needed to make sure that everyone is comfortable with the topic. This will also give you a framework to discuss appropriateness of innovations with colleagues in your own work.
Lets start by looking at our Code of Professional Conduct to support why we are here today.Tenet 2 - Professionalism: “Interpreters possess the professional skills and knowledge required for the specific interpreting situation”. In this case we are talking about Educational Interpreting.Guiding Principle: Interpreters are expected to stay abreast of evolving language use and trends in the profession of interpreting as well as in the American Deaf community.Points for us to consider:What trends, research, and changes have occurred in education that impact Interpreters/interpreting? Similarly, what trends, research and changes have occurred in Interpreting that impact interpreters working in Educational settings?We will try to answer some of these points in the next hour or so…but let’s look at another tenet of the CPC…
Tenet: “Interpreters conduct themselves in a manner appropriate to the specific Interpreting situation.”3.1 Consult with appropriate persons regarding the interpreting situation to determine issues such as placement and adaptations necessary to interpret effectively.Again adaptations imply need for appropriate problem solving, i.e., innovation. The focus is on appropriate (fitting) conduct and appropriate consultation with appropriate persons to DETERMINE PLACEMENT AND ADAPTATIONS. It does not say who is adapting, leaving open the possibility for the interpreter to adapt.
Interpreters in education are not alone in discussing of innovation. RID Summer 2013 Views invites us into a discussion on institutional redesign. This message is enthusiastic, welcoming, and inclusive. What other aspects of our work need redesign or innovation? 50 years is a good marker to look back and look forward.
Change is also widely being discussed on the hugely popular community blog site, StreetLeverage.com. Interpreters are enthusiastically calling for and embracing change in many areas including educational interpreting: http://www.streetleverage.com/2013/05/sign-language-interpreters-embody-the-change-you-want-to-see/ and http://www.streetleverage.com/?s=bowen-bailey
Even thoughGina Olivia’s article focuses on k-12 population we felt a haunting similarity that something is seriously missing in how we view educational interpreting even at the post-secondary level. In her article and in our conversations with colleagues, Interpreters report knowing of the gaps but feeling powerless. For example, college classrooms today are rooms of 500 students or more where students interface with their teacher via “clickers”; are classes conducted in a hybrid fashion (part in person and part online); are conducted in computer labs; use a multitude of multimedia technology as visual aids – some of which we are demonstrating through out our presentation today, where the access to English and the visual aid are used in various degrees. All of these factors impact our work and impact the deaf student’s learning.http://www.streetleverage.com/2012/02/sign-language-interpreters-in-mainstream-classrooms-heartbroken-and-gagged/
Despite the increased research “concerning sign language interpreting, remarkably little is known about how much of an interpreted message is actually understood by deaf students in the classroom” (Marschark, et al 2005). Statement justifying the need for Marschark’s research on reception of message. A shocking realization.
In a 2004 study by Marschark et al, Deaf students are understanding only 60 – 75 % of interpreted lectures when tested while hearing students attending the same lecturescored 85-90% . Marschark et al
Educational environment has changed. And deaf students even report that as academic setting rely more and more on technology they are challenged to manage the technology with the lecture, and with an interpreter at the same time.
70% of Deaf and Hard of hearing students do not make it to graduation.SOURCE: Swanwick & Marschark (2010)Compare this to 40% of hearing. (Chronicle of Higher Education 2012)Approximately20,000-24,000 Deaf and Hard of Hearing students in mainstreamcolleges in the 1990s(Schroedel, Watson,Ashmore 2003) The data lists a whole host of reasons why students may give up. Let’s look at some things in the interpreting process that could have contributed to why students said they felt so disconnected from post-secondary settings.
In the last 20 years we’ve seen great innovation on the interpreting process: Colonomos, Gish, and Cokley models and Dean and Pollard’s D-C schema, to guide what it is that we do and how we make decisions about what we do.We know a lot about how deaf students learn – cognition. And indeed we know a lot about how people communicate. There has also been research on linguistics. And as interpreters we understand that there is specific content jargon for the settings in which we work.In addition, the classroom is now full of visual stimuli, multi-media techno presentations and interactive digital tools creating cognitive demands because these things have become disembodied from the message. They occur away from the interpreter.
Education is not just about access to communication. It is about access to appropriate cognition… it’s about HOW students are prompted to THINK and COMMUNICATE about a topic. In essence, educational interpreting is about access to a cognitive experience through a message that includes words, but that also requires so much more than words alone.
A message delivered in a post-secondary setting might include: jargon/content language, dynamic (live spoken/signed) language, frozen text, visual aids and references to them through words or gestures made by the instructor.The challenge for educational interpreters is to take all of this…and ensure that the deaf student gets a roughly equivalent message… we just talked about the 25% gap and the 70% dropout rate… that interpreters have said something is not right… it may have to do with coordinating these factors.
We know what’s wrong, we know about the need, let’s look at what happens in a college class. Or at least look at a few of the many things that go on in a class because we only have 3 hours.First of all there are space issues.
interpreters have been calling for standing closer to the speaker and visual aids. Every situation or class in our case must be assessed to determine if this is even feasible. At our institution, we have a faculty or two who have had more than one deaf student take their courses. They have gotten quite comfortable with interpreters in the room, requests for pre-post conferencing, discussions on the issues of jargon and visual referencing. They have been very flexible letting the interpreter stand right up at their drawing on the whiteboard. Later we will show a video and you might notice the instructor never even glances at the interpreter who is very close.This is sometimes possible, yet…
Sometimes its challenging at best…and feels impossible often. This lecture hall set-up has a multitude of environmental demands. It seats 200 students. Has 4 white boards that slide up and down as needed and the LCD projector screen is located 30 feet above the teachers podium. It’s also a “clicker” classroom.Explain Clicker Class.We’ll look at possible solutions for this in just a moment. But you might think a circus rope would come in handy here for the interpreter to dangle from.We just talked about providing access in the most natural manner (Minor 2011)…
Is this the most natural manner? This former dance theatre has been converted to a lecture hall. The LCD screen is at the back of the dance floor about 25-30 feet from the bottom row of seats. This teacher uses a document projector to show math problems since there is no white board for the class.…lead in to “Unobtrusive CPC” getting squished picture.
In Tenet 3.5…. “conduct and present themselves in an unobtrusive manner.” But we also have in CPC Tenet2.3 (Professionalism) that we must render the message faithfully. But in 3.4 it says when there are conflicts with fulfilling the CPC, seek alternatives in consultation with appropriate persons. And just when you you think there’s nothing that can be done, soon we’re going to show you a solution.
A hearing student can look from the left side or the right side of a visual aid as the teacher is talking about it referencing places or parts of it simultaneously. A hearing student can watch and hear at the same time while the Deaf student cannot. (Our cue a flower) For example…Audience members hold up sign and loudly call out “Here – over here!” “No – There, there! “That’s it!” Play YoutubeLink (click molecule pick)
In a study by Rebecca Minor (2011) on how the ASL interpreter handles a hearing speaker’s verbal references (the deixis) the gesture/pointing , the this and that’s—this study shows us that that Deaf instructors handle referencing visuals by point at the visual aid as part of the sentence over 42% of time. Interpreters working with hearing teachers only use this strategy 4% of the time. Remember that both hearing and Deaf instructors use visual aids within sentences (153). She says that these spoken references are inevitable when using visual aids (170). I.e., they are natural. Just as your attention was diverted around the room looking for “this”, “that”, “here” so too is an interpreter when they hear those words…but because of processing time, by the time we turn to look the information is gone and only the other hearing students in the room had access to it.
Break
While we can never really know what the deaf student experience is…Take out a pen and paper or the back of your program book and do the following activity. Directions will be on the screen
Take a moment to read and follow these directions.Point: Using language without visualsOn a side note, many blind students would experience using language this way, but it is not the average experience most people have with language and takes practice. They would also receive extended accommodations such as readers and adjustments to make visual information accessible.
Click Youtubelink (the text box is a link) http://www.youtube.com/watch?v=b2j3kJzlu2k&t=01m27s
Or learning this way…Click Youtubelink (ASL only)http://www.youtube.com/watch?v=smsJnCjzjFg&t=42sThis was deliberately filmed as a cold interpretation on the first cut—no redos allowed for this to get the most natural feel for what might happen in a live class where the interpreter does not have a visual anchor. Access to the visual information is deliberately omitted. This is not meant as a model or strategy or interpreting skill does not replicate what the student sees. It is meant to shows language without a visual aid.
And now we’re going to look at an activity that will show just how truethis statement is.Activity: Describing pictures with languageDivide into pairs. Each group will have a describer and a receiverDescribers face the screenReceivers face away from the screenQuickly arrange yourselvesOnly have 20 seconds to describe the picture.
Go!
Switch, now round 220 seconds
Receivers:Was the picture in your mind very close to the actual image? Did you receive all of the words or letters in a way that you could easily picture/remember?Describers: Would you have preferred to have a picture next to you so you could point to it? How much processing time did it take to recreate the visual AND how would that have affected your ability to also process the instructor’s lecture about the visual? Using a visual eliminates that extra processing and creates a more equivalent message. A picture is worth 1,000 words.
So, what we are seeing is part of the message being eclipsed by our choices in the interpreting process. The hearing instructor uses dynamic (spoken) language and static (written) language as well as gesture and visuals to teach concepts. The key here is that the visuals are fully available to hearing students as they listen to the explanation. (The information doesn’t disappear). When an interpreter does not similarly reference a visual aid, the deaf student has only fragmented access to the instructor’s communication which INCLUDES THE PICTURE/PRINT. The student is focused on the interpreter where part of the message is missing, or focused on the visual and missing the explanation, or moving between both hoping to put the puzzle together. Experienced students may eventually become skilled at taking information in peripherally, but this is not the same as having access to a well integrated visual message. So we just told you instructional communication is more than the spoken words or signs. Now we are going to flip that around and tell you that sometimes it is PRECISELY ABOUT THE WORDS.
Students are not just acquiring new concepts in college settings, they are also acquiring new vocabulary and language uses. Why is this important? In this instance we are not talking about simply about vocabulary, for example proton or atom. We are talking about jargon and educated discourse that occurs in classroom communication. Instructors use unfamiliar language and discourse in the teaching process and the students start internalizing it. Before long students begin using it themselves during class and eventually find that their English skills expand to reflect their level of education over time. It is English language acquisition through the educational process and is linked to classroom communication and reading. Let’s take a look at an example.
Art courses expose students to English statements used in the process of critiquing artwork. The jargon for this is crits C-R-I-T-S These statements include but are not limited to key terms. Hearing students are immersed in this exposure and practice using English to talk about art. They transfer this skill later to writing about art. How are we interpreting that to the Deaf student. You may be able to craft a beautiful interpretation, but the student is receiving it in ASL when the situation would benefit the student more if they also had access to the English. Even for Deaf and hard of hearing students who mentally interpret from sign to spoken or written English, this process is cognitively demanding beyond the demands the hearing students experience.We are going to show you a short clip. Look for what you think would be words or short phrases that might be what we are referring to as jargon. http://www.youtube.com/watch?v=q3bO5_4b_cw
In this 12 second clip, what was some of the jargon that you picked up on, that would not be vocabulary words.
As we become more aware and add to our body of knowledge we can do something with that data. Lets review the tools we have at our disposal:We have interpreting process models and DC-S, a Code of Professional Conduct, our own and each other’s experiences, consumer input and a plethora of solutions. That we have yet to even envision.The field is relatively new and still developing. We cannot know what we don’t know. With current interpreting norms, we just have not been taught how significant part of the communication all of this is. Now armed with increased awareness, we are responsible to make appropriate adaptations. If this knowledge spreads, as it is spreading now, and we do not adapt, we could be to blame. At 50 years, we are entering a new phase as a profession—a time of reflection and innovation. What is this knowledge? We know there is difference between English and ASL. We know that hearing students are not just having a verbal communicative experience--they are having a cognitive one, and they are receiving more than just spoken words. Remember that hearing students have access to visuals, demonstrations, and instructor’s gestures, testable statements simultaneous to receiving spoken language. Who is the only person that can integrate all of this with the interpreted message? Not the instructor because their job is and has always been to blend interaction with visuals and explanation. We can’t ask teachers to stop using effective methods of communication (picture is worth 1,000 words and language modeling). This would reduce the quality or quantity of instruction. This takes more time meaning fewer concepts are covered or concepts are not covered in depth—not really an option. However, when we know that barriers exist, we as interpreters can change how we approach the message by using high and low tech tools to compensate without reducing the instructor’s effectiveness.Let’s take a moment to recap visually
You were just in an art class where jargon was used and/or access to a visual aid was hindered because of processing time. Brainstorm some possible adaptations using communication access as a guideRemember the CPCThink outside the boxObtrusive and Need For SolutionPossible suggestions if needed:Google driveSearch EnginePowerpointLaminated paper/paper and penIpadPen and paperCopies of power pointTextbookCDIDocument projectorHandout (abcdefg)
You were just in an art class where jargon was used and/or access to a visual aid was hindered because of processing time. Brainstorm some possible adaptations using communication access as a guideRemember the CPCThink outside the boxHere’s your general guide (a 1-2-3 punch)Balance between level of obtrusivenessand need for a solution
Coffee break AND view transcribed video on 30 day challenge. TED Talk “Matt Cutts – Take the 30 day Challenge” subtitled 3 minute video. Now take three minutes to write down possible 30 day challenges for you, work or personal challenges. Give my example: Review of Apps for 30 days…share with them 1 App that applies to InterpretingLaura: Web page a day for 30 dayshttp://www.ted.com/talks/matt_cutts_try_something_new_for_30_days.html
Lead in to next slide: What about this?
This is what we would normally do. Sit in the sightline of the visual. This can work depending on consumer need, instructor pace, and a variety of other factors. In many cases it is still not as effective as some possible options
This is a monitor hooked to the instructor’s document projector. The student is close enough to see the interpreter and the monitor. The interpreter can see the monitor. The visual aid can sometimes “speak for itself”.This solution falls under using laptops and monitors….
Another approach in a computer lab. Also consider running an exact copy of the instructors slideshow on a laptop where this provides improved access. As you interpret, you can point to the slideshow because the laptop is turned so the student can see it. You can interact with graphics, point to key phrases and terms, and it is a more natural way of blending language and visual aids. This method means the student will be less likely to miss key info in the slideshow because the interpreter clicks to the next slide and can be slightly behind the speaker. PowerPoint on a laptop is exhibited at one of our 4 experience stations.
Tablets have many uses. SomeiPadd apps include Boardcam and True Visage. Boardcam lets you take an image and draw on it. Many apps like these allow you to also project to other devices such as the student’s computer through screen sharing. True Visage is an app that lets you see a true mirror image through the iPhone or iPad camera but without letters or words being backwards. It helps to see what the instructor is doing over your shoulder. It’s also free. You will see True Visage at one of our experience stations.
Interpreters can use laminated props in their interpretations (or a paper/electronic copy of a handout/visual aid). Lamination is useful if the prop will be used repeatedly and if it contains a kind of template. In the demonstration linked to Youtube, you see the graph of a normal curve with standard deviations and percentages marked. The PDF is also on terpism.comThis would be an excellent prop for a statistics class since many problems would always be plugged into a normal curve. Lamination makes it possible to use dry erase markers to fill in information (mimicking how the instructor is writing on the board). Writing on a prop during interpretation is a more advanced adaptation and should be practiced before trying it out in the classroom. Again, do this only with consent of consumer.
Done in a variety of ways (simultaneous, consecutive, real-time, pre-conference, post-conference) and is easierif team interpreter does the “jotting”. What might this look like?
This method, that we are calling jargon jotting, for lack of a better term, is used to expose students to statements, phrases, and key terms that are linked to the subject and that students might be expected to use when discussing or writing about course content. Yes, they may have gotten some of these words from their readings, but students can now be made clearly aware that the words used in the reading are also being used in speech during the class. Simple pen and paper, a document opened on a laptop, a team interpreter monitoring and jotting occasional terms and statements are all ways that student can begin acquiring this new language that the hearing students are acquiring. In the list of words or statements, the student has an opportunity to look up the words now on their own if needed (just as the hearing student would jot some of this new language down if they did not understand it). The interpreter and student can also discuss signing options later as well. Now the student knows the types of statements and terms that are used within the field and can apply them to assignments and / or future profession.Student Testimonial: LINK TO YOUSIF ON YOUTUBE http://www.youtube.com/watch?v=j6F1WHPxQ48This is not note-taking and not captioning and does not require a transcriptionist. It targeted exposure to print and related to communication access of the class because at these moments the English is intended to also be the focus of the message. Jargon Jotting can be discussed in post conferencing with the student. We will discuss post-conferencing as another innovation.
Interpreters have the option of delaying some of the message when students are doing in-class reading or classwork or looking away. Sometimes students stop focusing on the interpreter because of visual fatigue. The entire class does not have to be simultaneous interpreting, and being inflexible leads to reduced access to the message and class experience. All of these issues (extended reading time, visual focus on work/test question, fatigue) can be accommodated through adaptations. Switching to consecutive interpreting at these moments is one possible solution.
An underutilized option is conferencing with the Deaf consumer for improved access. The Pre-Conference:Prepares you and the Deaf consumer for an interpreted experience. It also helps you identify and anticipate potential gaps that may occur BECAUSE OF the interpreting process. Meeting with a student before class gives interpreters a chance to discuss and ask for consent to use innovative strategies. The consumer may also suggest ways to improve access that you had not thought of. Finally, this is an opportunity to gauge level of background knowledge and familiarity with vocabulary. Remember that college opens up new language experiences. The hearing students are learning new concepts and new English terms. The Deaf student is learning new signs, new English, new concepts, adjusting to the instructor’s style, and adjusting to the interpreter’s style. Pre-conferencing reduces some of these distractions.The Post-Conference:Identifies and may attempt to fill gaps that actually occurred because of the interpreting process. If some portion of a lecture was less- or un-interpretable, this would be the time to discuss BOTH the reasons and the concepts/ terms missed. Of course you would also discuss strategies to adapt and prevent the issue from happening next time.Pre-and Post conferencing are DISTINCT from tutoring because they are used to fill and anticipate gaps related to interpreting. This may or may not include consecutive interpreting and extended expansion. Clarify with the student that this is not tutoring because it relates to the interpreting and that interpreters will be provided for tutoring if the student wants the service. Also mention that interpreters will still be provided if the student would like to meet with an instructor or TA for more support. I.e., clarify your role.The process has benefits and pitfalls.The benefits are that you become more in tune with the Deaf consumer’s language and access needs. You also become aware of their level of knowledge of the subject matter which affects your interpreting choices. Eventually, you become better at preventing issues as you see where breakdowns occurred.Pitfalls are that an interpreter may not see this as a strategy that supports independent learning. If so, they may avoid using pre- and post-conferencing, or they may use it as a time to bolster their ego by teaching. Beware of your own ethical lines because you should not be re-teaching or drawing attention to yourself. Draw attention to the interpreting process and content that may have been missed because of it. There is a fine line between reinterpreting, sight interpreting, and teaching. This is especially important when you are not a teacher or subject-matter expert and also not experienced in Deaf ways of knowing. The target is to be concise in any re-interpretation, to focus on the issue of interpretability, to correct errors judiciously, and to quickly identify how to improve the interpreting process going forward.
Pre-conferencing is part of the CPC. This tenet does not mention “after”, but a post-conference is a way to pre-conference for future classes as well as an opportunity to “correct errors expeditiously” and provide a form of consecutive interpretation for access to less interpretable portions of a class—again it is all about access and interpretability. (see CPC http://rid.org/UserFiles/File/NAD_RID_ETHICS.pdf and alsoRegistry of Interpreters for the DeafEducationalinterpreter resources toolkithttp://www.rid.org/UserFiles/File/pdfs/About_RID/For_Educational_Interpreters/Educational_Interpreting_Resources_Toolkit/Educational_Interpreting_ToolKit(1).pdf)
Now you try. (approx 45 Minutes)There are four stations set up around the room for you to “try it on for size.” Station 1: True Visage, an app for to use to see what’s happening behind you. After you are done there is an iPad mini with a brief survey to complete on your experience with the app and with our overall presentation so far.Station 2: A lecture with Powerpoint projected on the wall and also on a laptop. Sit in the chair and experience the pointing and clicking. Have someone else role play the teacher. We will be there to describe/demonstrateStation 3: Laminated prop role play. Statistics class. There is a script and a prop. You can practice interpreting as your friend reads the script or just play the video of an instructor (script matches captioned video).Station 4: Pre / Post Conferencing station. Get in pairs and role play a pre- or post-conference with a student. Scenario is there.We will rotate so everyone hits all the stations.
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Before we wrap up, a quick word on “help”. You or others back home may feel concerned that all of this is repackaging the helper model and calling it innovative strategies. We certainly would not want to advocate “harmer” model. Actually, we are encouraging techniques that are helpful to a successful and well-integrated interpretation. These methods help us be more effective and help students access appropriate content, meaning, and communication. Help is not a dirty word!
Working with colleaguesWorking with institutionsWorking with consumersWorking with agenciesProfessional developmentSpreading the word through blogs, vlogs, informal discussions
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Xperpetualmotion Your Guide To Art School Critiques http://www.youtube.com/watch?v=q3bO5_4b_cwGirl Positive How to Critique Art:http://www.youtube.com/watch?v=KtthKIB6Y4gAllegory of the cavehttp://www.youtube.com/watch?v=11j1zayvrDI