Proposal Title
Pedagogical Language Knowledge In Practice: Interconnections From Linguistically-Diverse Classrooms To Multilingual Communities
Abstract
The purpose of this panel presentation is to illustrate interconnections in linguistic research conducted by educators from linguistically-diverse to multilingual communities. Teachers, a principal, and community leaders present findings from research projects completed in an applied linguistics course and action steps they have taken (or will take) as a result, including a school-wide professional development plan, family literacy events, instructional adaptations, and further research.
Language plays a central role in teaching and learning. With a rapidly increasing population of linguistically-diverse children in school communities, educators must develop pedagogical language knowledge to recognize affordances of a home language, identify and teach language demands of classroom tasks and texts, and assess proficiency in all communicative modes: listening, speaking, reading, and writing (Bunch, 2013).
This panel illuminates how educators implemented enhanced pedagogical language knowledge in multilingual classrooms and community centers. After a brief orientation, panelists present research on translanguaging, perspectives and practices in pronunciation, ESL and neuroscience, family literacy, grammar instruction and literacy, and school-wide professional development. Next, panelists report steps they have taken as a result of their research. Finally, the moderator facilitates a conversation across the panel and with the audience about language as an educational social justice issue in multilingual settings.
Start Date
27-3-2019 11:00 AM
End Date
27-3-2019 11:50 AM
Room Number
U-Hall 3-101
Presentation Type
Panel
Disciplines
Bilingual, Multilingual, and Multicultural Education | Language and Literacy Education | Teacher Education and Professional Development
Pedagogical Language Knowledge In Practice: Interconnections From Linguistically-Diverse Classrooms To Multilingual Communities
The purpose of this panel presentation is to illustrate interconnections in linguistic research conducted by educators from linguistically-diverse to multilingual communities. Teachers, a principal, and community leaders present findings from research projects completed in an applied linguistics course and action steps they have taken (or will take) as a result, including a school-wide professional development plan, family literacy events, instructional adaptations, and further research.
Language plays a central role in teaching and learning. With a rapidly increasing population of linguistically-diverse children in school communities, educators must develop pedagogical language knowledge to recognize affordances of a home language, identify and teach language demands of classroom tasks and texts, and assess proficiency in all communicative modes: listening, speaking, reading, and writing (Bunch, 2013).
This panel illuminates how educators implemented enhanced pedagogical language knowledge in multilingual classrooms and community centers. After a brief orientation, panelists present research on translanguaging, perspectives and practices in pronunciation, ESL and neuroscience, family literacy, grammar instruction and literacy, and school-wide professional development. Next, panelists report steps they have taken as a result of their research. Finally, the moderator facilitates a conversation across the panel and with the audience about language as an educational social justice issue in multilingual settings.
