NOTE: For attendees interested in attending any of our 3-hour workshops, you should plan to spend the entire time at that workshop. Going in and out of the workshop (i.e., to go to other sessions) while it is in progress is disruptive for the workshop presenters and participants.

 

workshop presenter name(s) title summary
Martine Antle, Sahar Amer, & Dominique Fisher Teaching Cultural Diversity Through The Veil Debate This workshop will take the Veil Debate as it developed in France in the 1980s and again in February 2004 as a pedagogical strategy to introduce cultural diversity in the classroom. We will share with participants our interactive website on the veil that may fruitfully be use in the classroom. This workshop is divided into three parts. Each part includes a formal presentation, as well as discussion of various legal, literary and artistic materials that can easily be used in the classroom.
Theresa Austin & Yvonne Fariño Building Critical Literacy within Foreign Language Instruction Drawing on concepts of voice, dialogic inquiry, funds of knowledge, and transformative learning, this workshop offers participants an opportunity to analyze 1) current FL or ESL curricula for opportunities to engage their students in building critical literacies, and 2) to identify local issues that have potential for meaningful student inquiry
José A. Carmona Achieving Adult Literacy with the Latino/a Literature of the U.S. The Latino/a literature of the U.S. provides a bridge for reaching bilingual pre-literate adults. This major body of work is published bilingually and hosts themes that relate to the American experience making it suitable for the ESL/EFL classroom. Lesson plans will be developed and extensive handouts will be provided.
Kathryn A. Davis, Randy Gomabon, Gina Clymer Rupert, Michelle Aquino , Jacinta Galeai, Julius Soria, Midori Ishida, Pamela Minet-Lucid, & Hye-sun Cho Transformative Heritage and English Language Education:
A Hawaii Model
This workshop provides a language education model of school and community planning. The presentations include a theoretical overview; documentary film; demonstration of Academic English, Samoan, Ilokano, and Technology Lab course content and products; and descriptions of formative oral language and literacy assessment. The colloquium as a whole shows how a grass-roots approach to educational planning can meet the needs of linguistic minority students in Hawaii and world-wide.
Carolyn Hepburn & Doris Boissoneau Anishinaabemowin Language Program: An Immersion Model Based on an immersion setting, implementation of this project is aimed at contributing to language acquisition and retention, as well as building upon and restoring pride in the history and culture of the participants.
Kathy Larson, Ulita Seleznev, & David Bautista Language, Culture, and Identity: Our Russian Heritage Language Since 1997, the Woodburn School Distric has worked toward comprehensive school reform through an ongoing strategic planning process. This session will focus on the planning process, and the implementation of the Russian strand for the District. The implementation of the Russian academic language development is in its eighth year and moving towards the high school with an International Baccalaureate.
Genevieve Lau Clarifying Heritage Resources for Curriculum Planning and Assessment Teachers can help students be appreciative of their heritage resources and gain new learning by structuring group activities. The presenter will demonstrate a framework that identifies English-learning student outcomes and links them to collaborative learning activities and alternative assessment. Participants will work on applying the framework to any chosen language.
Yuriko Wellington Talking Story: A Curriculum Built Around Personal Narrative This workshop will focus on literacy praxis and pedagogy within a cultural-historical framework. Participants will engage in a variety of reading and writing activities that demonstrate the use of storying across the curriculum to provide opportunities for students to make personal connections between their prior knowledge and lived experience, and construction and comprehension of new knowledge. Sample lesson plans will be provided for adaptation in K-16 classrooms.
Naikei Wong Developing Science Biliteracy through Co-teaching and Contextualized Multimedia-assisted Instruction This study is concerned with the practice and efficacy of contextualized multimedia-aided bilingual instruction in China. Using the example of a two-year-old pilot program at a Beijing elite school, this longitudinal study describes the teaching strategies and problems involved in developing science biliteracy (Chinese-English) within an otherwise monolinguistic environment.