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20230719T101520230719T1800Europe/Amsterdam[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.Hybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Research Cultures in Applied Linguistics. Historical background
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
In 2015 the AILA Executive Board initiated a new Research Network that would investigate the cultural diversity of research philosophies, epistemological groundings, modes of inquiry and institutional constraints that exist in the research done in applied linguistics among AILA affiliates. We called this network ReCAL, for Research Cultures in Applied Linguistics. Over the last seven years, ReCAL has explored the various ways applied linguistics is researched in various parts of the world, including Latin America. It has focused in particular on the following:1)The theoretical and conceptual culture of Applied Linguistics. How have theorists from the Global North and the Global South been interpreted and used in applied linguistic research in various countries and/or intellectual traditions? How are Anglo-American applied linguistic concepts like "agency", "identity", "culture", "colonization", "multilingualism" used across various research cultures and traditions, e.g., in Spanish, Portuguese, French? 2) The culture of publishing. The opportunities and constraints of publishing in English. How can we publish in English yet retain the cultural specificity of thought, knowledge and intellectual tradition of the original author? 3) The culture of language pedagogy. Compare the different epistemological and political foundations of various language pedagogies in different countries. Since 2015, AILA has conducted various ReCAL symposia in Europe and the United States. Its work has consisted not only of documenting how applied linguistics is conceived of in various countries, but has involved explaining, translating, transposing notions, concepts, and discourses used in different parts of the world from one language of research into another. In 2017, Paula Szundy, then president of the Brazilian Association of Applied Linguistics invited ReCAL to give a symposium at the 18th AILA Congress in Rio de Janeiro. That symposium featured six contributions, from Brazil, Uruguay, Guatemala and Colombia respectively. At the AILA 2021 congress, ReCAL was invited again by the congress chairs Marjolijn Verspoor and Kees de Bot to offer a symposium on applied linguistics in Latin America. This symposium was co-organized by Harold Castaneda-Pena, Paola Andrea Gamboa Diaz and Claire Kramsch. It was titled: "The dynamics of language, communication and culture in applied linguistic research in Latin America". While the papers in this symposium captured only a fraction of the abundant applied linguistic research done in Latin America, they clearly addressed some of the major issues of concern to applied linguists around the world: issues of social and racial justice; the legacy of coloniality and post-colonial epistemologies; deconstruction and post-modern theories of language, identity, and culture; and the professional development of teachers both pre- and in-service development. Concerns were voiced again about the role that monolingual English (and the neoliberal ideology often associated with it) plays in secondary and post-secondary education, in applied linguistic research and the publication of this research. Besides giving an historical account of the ReCAL research network, this paper will report on a forthcoming volume based on this last symposium: Castaneda-Pena, Gamboa & Kramsch (eds.) Decolonizing applied linguistic research in Latin America. Moving to a multilingual mindset.
Teaching to the Strengths: Culturally Inclusive Pedagogies for California Latinx Students
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
English language education in California's post-secondary education systems remains essentially neocolonial in its persisting monolingual habitus, while serving the student population that is majority Latinx (Hispanic) and bilingual. To bring social justice and inclusion into language education means to take apart the neocolonial pedagogical approaches and ways of thinking, in part by reclaiming the place of non-English languages and cultures in the classroom. The presenter draws on culturally responsive and decolonizing pedagogical theories to interpret the findings from his 2022 study of Los Angeles City College professors who teach English courses with the Latinx student majority. The presentation highlights pedagogical strategies that affirm Latinx students' language and cultural backgrounds and facilitate their inclusion in English language classrooms. These strategies are further classified into three groups: those that redesign language teaching curriculum, refocus cultural foci in the course, and reintroduce linguistic diversity in language classrooms. Each strategy is supported by examples from the classrooms and instructor testimonies.
Education is a contested public space where multiple claims to power, justice, equity, and equality play out. In California, the state's demands for unity and control through language promote monolingualism, legitimizing only the colonizing variety, English, as the code for transmitting knowledge. Latinx students comprise the majority of students in California's public education system, yet its post-secondary education is entirely English-monolingual. This presentation will focus on decolonizing pedagogical techniques emerging in English college courses serving California Latinx students. The presenter's 2022 study of English professors at Los Angeles City College (LACC), a public college whose student body is 54% Latinx, provided relevant data via surveys and interviews, further corroborated by the scholarship in the field. Drawing on culturally responsive teaching theory (CRT: Gay 2000, Hammond 2021, Harmon 2012) and my study findings, I propose pedagogical strategies to facilitate inclusion in language education through the following three-fold approach: Redesigning language teaching curriculum Curricular content and design, the instructional practices, the social organization of learning, and the forms of student success evaluation enforce and reproduce colonial ideology (Tejeda and Espinoza 2003). To counter it, the surveyed English instructors utilized the following pedagogical approaches: Teaching English composition through reading and writing assignments based on literary works of Hispanic American or Latin American writers. Giving assignments addressing social, economic, or political struggles of the Latinx community in California, especially in Los Angeles. Choosing writing topics that highlight social justice concerns, for example, the impact of violence and the military-industrial complex on the Latinx community. Refocusing cultural foci Culturally responsive and inclusive teaching advocates for the use of "cultural knowledge, prior experiences, frame of reference, and performance styles of ethnically diverse students to make learning more relevant and effective for them" (Gay 2000). Some LACC English professors make cultural differences and struggles explicit in their curriculum. They, for instance, reported discussing "the imbalance between white and Latinx representations within American culture and its implications for Latinx people," "assimilation and personal and national identities from a language context," and "the acceptance of speaking and/or writing in a non-perfect or non-standard version of English." Reintroducing linguistic diversity in language classrooms While 85% of the study interviewees reported examples of the use of Spanish, Spanglish, or indigenous languages of Mesoamerica in some capacity in their classrooms, their use proved to cause tension and variability in English courses. Individual instructors came up with a variety of pedagogical solutions, including: Rethinking the student's multilingualism as a powerful writing skill. Keeping vernacular in writing, while focusing on structural aspects of compositions and clarity of the writer's message. Tying its use to the assignment's context, writing purpose, or intended audience.
Gay, Geneva. (2000). Culturally responsive teaching: Theory, research, and practice. NY: Teachers College Press. Hammond, Zaretta. (2021) "Liberatory education Integrating the science of learning and culturally responsive practice." American Educator, Summer 2021. Harmon, Deborah. (2012). "Culturally Responsive Teaching through a historical lens." Interdisciplinary Journal of Teaching and Learning, 2 (16). Tejeda, Carlos, and Manuel Espinoza. (2003). "Toward a decolonizing pedagogy: Social justice reconsidered." In Trifonas, Peter, Pedagogies of difference. NY: Routledge.
Presenters Lane Igoudin Professor, ESL And Linguistics, Los Angeles City College
Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
Embracing linguistic diversity in education is key to developing inclusive societies that respect diversity and difference (Council of Europe, 2008). Scholars have expressed concern about the lack of multilingual pedagogy in the classroom that includes and draws on all students' existing language resources (Auger, 2007; Cenoz & Gorter, 2017). This paper provides new knowledge by reporting from the LANGUAGES project, combining student perspective and observed perspective on the use of students' language resources in language lessons in England, France and Norway. LANGUAGES is a longitudinal project that examines the teaching and use of English and French in three national contexts, where these languages have different statuses and where students' language resources vary extensively (European Commission, 2012). The project aims to spotlight the role that teaching plays in developing students' ability to communicate in more than one language. The classes in this project were strategically sampled to include language homogeneous and heterogeneous contexts in the three countries and includes eight French classes and eight English classes in each country (n=48), among students aged 13–15 (n=1440). This paper reports on findings from the first year of the project and includes two strands of data: (1) a thoroughly validated student survey (Haukås et al., 2021), where the project obtained a quantitative and systematic overview of all students' reported linguistic repertoires, and (2) a well-proven video observation design in the classroom (Brevik & Rindal, 2020), where the project systematically recorded four consecutive lessons in each language class (n=192). Video recordings provide examples of how teachers prompt students to draw on their language resources and identities in the language classroom and how such prompting and use of resources lead to inclusion by students, for example by engaging in uptake of students' ideas, responding in ways that expand on student ideas or enable students to further explain, clarify and specify their thinking. Adopting a mixed-methods approach (Greene, 2007), this study focuses on findings relating to similarities and differences between students' reported language resources and the use of languages in the classroom. The contribution relates to trends across the three contexts, exemplifying effective and helpful practices for capitalising on students' language resources and identities in the language classroom. Auger, N. (2007). Enseignement des langues d'origine et apprentissage du français: Vers une pédagogie de l'inclusion. [Mother tongue instruction and French language learning: Towards an inclusive pedagogy]. Le français aujourd'hui, 158(3), 76-83. Brevik, L., & Rindal, U. (2020). Language use in the classroom: Balancing target language exposure with the need for other languages. TESOL Quarterly, 54(4), 925-953 Cenoz, J., & Gorter, D. (2017). Minority languages and sustainable translanguaging: Threat or opportunity? Journal of Multilingual and Multicultural Development, 38, 901-912. Council of Europe. (2008). Multilingualism: An asset for Europe and a shared commitment. European Commission. European Commission (2012) First European survey on language competences: Final report. Greene, J. (2007). Mixed methods in social inquiry. Wiley & Son. Haukås, Å., Storto, A., & Tiurikova, I. (2021). Developing and validating a questionnaire on young learners' multilingual identity. The Language Learning Journal.
Presenters Lisbeth M Brevik Professor, University Of Oslo, Norway
Sarah Eiene Doctoral Research Fellow , University Of OsloCathy Cohen Associate Professor, INSPE, Lyon 1 University Co-authors Laura Molway Departmental Lecturer In Modern Languages Education, University Of Oxford
Trans[cultura]linguación: An intercultural approach to the revitalization of the Quechua
[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
This presentation describes the work done by a Language Collective based in Canada to revitalize and promote the Quechua language and culture in the diaspora. A hybrid ethnographic approach to document and collect data from in-person and online teaching sessions was utilized. Based on the researcher's reflections, some preliminary findings revealed the importance of connecting to communities located in different geographical spaces for self-determination and identity reclamation. In this process, Quechua teachers used a pedagogical approach to purposely teach through artifacts, experiences, and online resources to create a sense of belonging and cultural affirmation among the participants. Moreover, participants with a Quechua cultural and linguistic background reported that their (heritage/mother) language is not only part of their individuality, but the in-person and online classes helped them to interrogate and problematize Western colonial imposed forms of culture and language. This presentation will also describe the systematic steps the collective hopes to take in continuing its goals to revitalize the Quechua language not only for those who use it as a heritage language but for others interested in learning Indigenous languages from an intercultural perspective.
Culture is a vague and sometimes unclear concept, yet it refers to the individual and collective ways of thinking, believing and knowing a specific group (Bhabha, 2004; Spencer-Oatey, 2008). Interculturality refers to the processes of communication and interaction between groups with identities of different specific cultures, allowing for the enrichment of coexistence among peoples (Dervin & Jacobsson, 2021). Similarly, an intercultural approach to education means moving beyond mere passive acceptance of multiple cultures and instead promoting dialogue between cultures (López Sáenz & Penas Ibáñez, 2006). In light of these concepts, this presentation will expand on the term Trans[cultura]linguación (Ortega, 2019, 2022) which refers to a purposeful pedagogical transaction between languages and/or variations of the same language with a focus on culture. I will explain how this approach has been utilized by Quechua language teachers from a Quechua Collective (Pseudonym) during pre-pandemic in-person lessons and pandemic online lessons (2019-2022). During this time, in my role as a participant observer researcher in the collective, I used a hybrid ethnographic approach (Begoray & Banister, 2010; Przybylski, 2020) to document the pedagogical practices of the Quechua teachers. I compiled research memos and reflection notes during my observations in the lessons. In this experience, I noticed how teachers and students reinforced their own cultural identities as they learned to connect to others, and respect and understand their differences. In the in-person class, Quechua teachers explained cultural concepts while comparing them with Peruvian Spanish while students compare them with other Latin American variations of Spanish. Online Quechua teachers were able to help students to connect back to their roots while (re)learning their ancestral language or simply sparking curiosity to learn the Andean language and culture. Most importantly, my reflections on the observations of the pedagogical exercises accounted for an intercultural approach to learning about power relations to critically observe what cultures hold more power than others (Walsh, 2012). Students and teachers realized not only how important language is part of their identity affirmation but to interrogate and problematize Western colonial imposed forms of culture and language. My goal, in collaboration with the Quechua Collective for the second semester of 2022, is to compile feedback based on the teachers' pedagogical practices, obstacles, and possibilities from the previous years through interviews, brainstorming sessions, and questionnaires. This will be done to properly assess, plan and execute the next steps to continue the promotion and revitalization of the Quechua language in Latin America and the diaspora. The goal is to produce and collect evidence to provide the pedagogical tools and skills to teach languages to pre-service/in-service language teachers and other community teachers who seek to focus on culturally relevant and appropriate practices to better serve the communities they belong to. A sample of a curriculum unit and teaching methodological strategies of how to teach and revitalize Indigenous languages with a focus on interculturality will be produced by the collective for the international academic community.
Presenters Yecid Ortega Lecturer, Queen's University Belfast
Understanding inclusion and the social condition of im/migrants: some lessons for the development of training programs.
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
This presentation will explain some of the main challenges for inclusion and long-term issues for maintaining and establishing social ties that promote social cohesion. This will be illustrated with data from three ongoing research projects. Following the illustration of these issues, the paper proposes to highlight some of the most important elements to include on different training programs with two concrete examples of initiatives being implemented.Historically, the Canadian migration system has always functioned through the selection of individuals and groups (Frozzini & Law, 2017). We also know that there is a precariousness inscribed in most Canadian migration statuses with limits, among others, to access to services and permanent residence (Frozzini & Law, 2017; Frozzini & Mvogo Balla, 2021; Landolt & Goldring, 2013). We are also aware that intercultural encounters, in this context, are influenced by the subtleties shaping social relations (through the articulation of various organizational levels and the coordination allowed by the administrative prescriptions in place) to ensure control (surveillance) of im/migrants (Browne, 2009, 2014; Frozzini, 2020; Haas & Shuman, 2019). The SARS-CoV-2 (COVID-19) pandemic has further illustrated certain trends related to the preferences and conceptions expressed in Quebec/Canada about im/migrants entering the territory (Asselin, 2020; Frozzini et al., 2020; Porter, 2020; Radio-Canada, 2020; Saba, 2020; Touzin, 2020) and the need for training to counter these narratives. What effects do theseelements have on the relationship with the other and social cohesion? What kind of training and content can be proposed? To answer these questions, we propose a metaanalysis of data from three ongoing research projects in Quebec: (1) the first examines the situation of international students during and after the lockdown; (2) the second examines the structural causes of migration and the agency of temporary migrant workers in the agricultural sector; and (3) the third examines variations in the perception of im/migrants in the print media from 1960 to 2021. The first two projects focus on populations with precarious status and provide an overview of the situation of these populations in a context that has become more complex and where management technologies have become more restrictive. The third allows us to historically situate certain factors specific to these populations. With the help of these data, we will be able to illustrate some of the challenges for inclusion and some of the long-term issues for maintaining and establishing social ties that promote social cohesion. Then, I will be able to mention some of the most important elements to include in different training programs with two concrete examples of initiatives; in which I'm involved: (a) training modules (formation autoportante en ligne) for international students and University of Quebec's staff (professors, administration, etc.) about the international students; and (b) a guide for the training of trainers: people in various settings/contexts (university, community sector, municipality, etc.) developed by a group of experts that I coordinate (Groupe de travail sur la formation en interculturel au Québec).ReferencesAsselin, C. (2020, April 22). De la main-d'oeuvre «incompétente» dans ses champs. Journal L'Éveil de Saint-Eustache. https://www.leveil.com/actualites/de-la-maindoeuvre- incompetente-dans-ses-champsBrowne, S. (2009). Getting Carded: Border Control and the Politics of Canada's Permanent Resident Card. In S. Magnet & K. Gates (Eds.), The New Media of Surveillance. (pp. 111–126). Routledge. http://public.eblib.com/choice/publicfullrecord.aspx?p=1397199Browne, S. (2014). Race and Surveillance. In K. Ball, K. D. Haggerty, & D. Lyon (Eds.), Routledge Handbook of Surveillance Studies (Paperback, pp. 72–79). Routledge.Frozzini, J. (2020). L'articulation des niveaux organisationnels lors des interactions des étudiants internationaux: État de la situation dans diverses régions du Québec (Canada). Alterstice, 9(2), 13–20. https://doi-org.sbiproxy.uqac.ca/10.7202/1082525arFrozzini, J., & Law, A. J. (2017). Immigrant and Migrant Workers Organizing in Canada and the United States: Casework and Campaigns in a Neoliberal Era. Lexington Books.Frozzini, J., Medina, V., & Salamanca Cardona, M. (2020). Les travailleurs migrants précarisés. Relations, 809, 6–7.Frozzini, J., & Mvogo Balla, V. (2021). Guide pour les travailleuses et travailleurs migrants temporaires et les intervenantes et intervenants au Québec (https://constellation.uqac.ca/8015/; 1st ed.). Chaire de recherche du Canada CITG; Constellation UQAC. https://intercultureltechnologies.ca/outils Paper proposal RESCAL Symposium at AILA 2023- 20th World Congress 3Haas, B. M., & Shuman, A. (Eds.). (2019). Technologies of Suspicion and the Ethics of Obligation in Political Asylum. Ohio University Press.Landolt, P., & Goldring, L. (2013). The Social Production of Non-citizenship: The Consequences of Intersecting Trajectories of Precarious Legal Status and Precarious Work. In L. Goldring & P. Landolt (Eds.), Producing and negotiating non-citizenship: Precarious legal status in Canada (pp. 154–174). University of Toronto Press.Porter, I. (2020, avril). Des travailleurs étrangers contraints de travailler jusqu'à 18 heures d'affilée. Le Devoir. https://www.ledevoir.com/societe/578058/18-heures-daffilee-aux-champs
Mexican Language Student-Teachers’ and Children: Creating Decolonial, Inclusive and Respectful Classroom Practices
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
As an example of Mexican teacher educators' and English student-teachers' attempts at decolonizing Primary English Language Teaching, this paper presents the results of one particular critical-ethnographic-action-research study involving three student-teachers working with low-socio-economic-status children in Oaxaca, Mexico. The methodological basis of this study is a form of politicized qualitative research, which analyzes subjectivities related to the social problems of vulnerable groups in order to make a contribution. The collected data consist of student teachers' diaries, audio-recordings of most classes, video-recordings of significant parts of the classes, photographs of class activities and course materials, and scanned copies of the children's work samples. After analyzing the data in an iterative manner, this presentation focuses on three emerging themes: (1) the development of a critical thematic unit centered on children's community eating and health practices; (2) challenges faced by the student-teachers; and (3) positive experiences the student-teachers had in teaching the above-mentioned critical thematic unit. At the end of the presentation, it is concluded that classroom practices aiming for social equity must take children's views and their family's ways of being and knowing seriously and respectfully.
Historically, Mexico has been a multilingual society (Heath, 1972). However, currently, Spanish and English have been hegemonic, rendering Indigenous languages, and their speakers, as inferior (Clemente & Higgins, 2008). In order to resist the language ideologies that portray English as a desirable and modern language (Kumaravadivelu, 2016; Motha, 2020) and in turn render Indigenous languages as inferior and undesired, teacher educators in Mexico have attempted to decolonize primary English language teaching (PELT), by way of raising awareness among "English" student-teachers and young children about the importance of recognizing, valuing and including Mexico's cultural diversity and people's multilingualism (López-Gopar, 2016; Mignolo, 2000). As an example of Mexican teacher educators' and English student-teachers' attempts at decolonizing PELT, this paper presents the results of one particular critical-ethnographic-action-research study involving three student-teachers working with low-socio-economic-status children at a community library in an urban center in Oaxaca, Mexico. The methodological basis of this study is a form of politicized qualitative research, which analyzes and discusses subjectivities related to the "social problems of vulnerable groups" in order to make a "contribution" (Flick, 2015, p. 122). The collected data consist of student teachers' diaries, audio-recordings of most classes, video-recordings of significant parts of the classes, photographs of class activities and course materials, and scanned copies of the children's work samples. After analyzing the data in an iterative manner, this presentation focuses on three emerging themes: (1) the development of a critical thematic unit centered on children's community eating and health practices; (2) challenges faced by the student-teachers; and (3) positive experiences the student-teachers had in teaching the above-mentioned critical thematic unit. At the end of the presentation, it is concluded that classroom practices aiming for social equity must take children's views and their family's ways of being and knowing seriously and respectfully, start at a personal and local level while addressing the trends and issues of the language classroom at a global level. References:Clemente, A., & Higgins, M. (2008). Performing English with a postcolonial accent: Ethnographic narratives from Mexico. London, UK: the Tufnell Press.Flick, U. (2015). Qualitative data analysis 2.0: Developments, trends, challenges. In N. K. Denzin & M. D. Giardina (Eds.), Qualitative inquiry and the politics of research (pp. 119–139). Walnut Creek, CA: Left Coast Press, Inc.Heath, S. B. (1972). La Política de lenguaje en México: De la colonia a la nación. México: Secretaria de Educación Publica: Instituto Nacional Indigenista.Kumaravadivelu, B. 2016. 'The decolonial option in English teaching: Can the subaltern act?' TESOL Quarterly 50/1, 66-85.López Gopar, M. 2016. Decolonizing Primary English Language Teaching. Bristol, UK: Multilingual Matters. Mignolo, W. 2000. Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Thinking. Princeton, NJ: Princeton University Press. Motha, S. 2020. 'Is an antiracist and decolonizing applied linguistics possible?' Annual Review of Applied Linguistics 40, 128-33.
Transgressive decolonial perspectives in pre-service teacher education for English and Spanish undergraduate students
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
This paper proposal follows the participation of two authors – Paula Szundy and Rogério Tílio – in the ReCAL symposium conducted at the 2021 AILA Congress in Groningen on the topic "The dynamics of language, communication and culture in applied linguistic research in Latin America". As a result of this participation, the two authors wrote a chapter examining the ideologies (Volóchinov, 2017 [1929]) and language ideologies (Kroskrity, 2004; Woolard, 1998; Szundy, 2017) refracted in the most recent Brazilian Curricular Framework: the Brazilian Common Core Curriculum (BNCC, Brasil 2018). The reflection carried out at AILA 2021 and expanded in the chapter relies on the interrelations between language ideologies and critical theories to problematize the neoliberal colonial ideologies echoed by the most recent curricular framework for basic education in Brazil. As a possible alternative to debunk these ideologies, we propose that ELT practices should always make students engage with differences so that they are incited to challenge what is regarded as "normal" in relation to race, gender, sex, social class, profession, age, environment etc. With the intention of putting this proposal into practice, we plan to offer on-line supervision sessions to undergraduate students majoring in English and Spanish where they can unlearn the colonial logic and rethink their practices as pre-service teachers at a program called "Curso de Línguas Aberto à Comunidade" (CLAC - Language Course Open to External Community). These virtual sessions will be held from September to December 2022 and will be coordinated by the three authors, all of them professors at the Faculty of Language and Literature in the Federal University of Rio de Janeiro. Paula Szundy and Rogério Tílio work at the English Department and Deise Picanço at the Spanish Department. By joining English and Spanish undergraduate students in these supervision sessions we hope to engage them in interdisciplinary and translingual knowledge construction processes. CLAC represents an important context where undergraduate students can construct practical and theoretical knowledge about teaching languages. An extension program of the Faculty of Language and Literature, it has been offering language courses for both the university and outside communities for over fifteen years. Conceived as a pre-service teacher education space for undergraduate students of the faculty, CLAC offers many language courses such as Spanish, French, Hebrew, English, English for Reading Purposes, Italian, Japanese, Portuguese, Portuguese as a foreign language, Russian, Latin, Arabic, Greek, German Conversation, English Conversation, Italian Conversation, Japanese Conversation, Workshops of Portuguese and English for undergraduates. As practical and research laboratories for our students, the multiplicity of courses offered by CLAC includes all the languages taught in the undergraduate courses of the Faculty of Language and Literature and have been important research contexts in studies developed by professors, graduate and undergraduate students since the program's foundation. Focusing on pre-service English and Spanish teachers' development at CLAC, several tools will be used throughout the on-line supervision sessions to enhance participants' critical reflection: an initial and a final questionnaire to access their ideologies concerning transgressive and decolonial practices; register of interactions during synchronous and/or asynchronous activities; pedagogic activities adapted and/or developed by the undergraduate students. The knowledge (de/re)construction processes during the sessions are expected to engage participants in the implementation of transgressive decolonial pedagogic practices compromised with social inclusion and transformation. References:Brasil, SEB/MEC (2018). Base Nacional Comum Curricular. Brasília, DF, SEB/MEC. Kroskrity, P. V. (2004). Language Ideologies In A. Duranti (ed.). A Companion to Linguistic Anthropology Oxford, UK: Blackwell Publishing, p. 496-517 . Mignolo, W. D. (2007). Epistemic Disobedience: The De-colonial Option and the Meaning of Identity in Politics. Gragoatá, 22, p. 11–41. Moita Lopes, L. P. (2006) Uma Linguística Aplicada mestiça e ideológica: interrogando o campo como linguista aplicado. In L. P. Moita Lopes (Org.). Por uma linguística aplicada Indisciplinar. São Paulo: Parábola Editorial, p. 13-42.Souza Santos, B. (2013 [1997]). Pela mão de Alice: o social e o político na transição pós-moderna. 14. ed. São Paulo: Cortez.Szundy, P. T. C. (2017). Language Ideologies on English as a Lingua Franca in Brazil: Conflicting Positions Expressed by Undergraduate Students. The Journal of English as a Lingua Franca, 6: 167–92. Szundy, P. T. C e Fabrício, B. F. (2019). Linguística Aplicada e indisciplinaridade no Brasil: promovendo diálogos, dissipando brumas e projetando desafios. In P. T. C. Szundy; R. Tíliio; G. C. V. Melo (Org.). Inovações e desafios epistemológicos em Linguística Aplicada: perspectivas sul-americanas. Campinas: Pontes Editores, p. 63-89.Tílio, R. C. (2017). Ensino crítico de língua: afinal, o que é ensinar criticamente?. In D. M. Jesus; F. Zolin-Vesz.; D. Carbonieri (Org.). Perspectivas críticas no ensino de línguas: novos sentidos para a escola. 1ed. Campinas: Pontes, p. 19-31.Tílio, R. C.; Szundy, P. T. C. (2021). Criticidade como prática de resistência: intersecções entre os estudos de Letramentos e a LA indisciplinar. In: A. Tanzi Neto. (Org.). Linguística Aplicada de Resistência: transgressões, discursos e política. 1ed.Campinas: Pontes Editores, p. 47-70.Volóchinov, V. N. (2017 [1929]). Marxismo e filosofia da linguagem: problemas fundamentais do método sociológico na ciência da linguagem. Trad. Sheila Grillo; Ekaterina Vólkova Américo. São Paulo: Editora 34.Woolard, K. A. (1998). "Introduction". In B. B. Schieffelin; K. A. Woolard ; P. V. Krosprity (Eds.). Language ideologies practice and theory. Oxford: Oxford University Press, p. 3-47.
Decolonial English Language Teaching: Tackling Race-Making through Critical Literacies
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
This paper relies on the assumption that "inclusive" approaches are not enough to decolonize English Language Teaching. Since racism has played a structuring role in the craft of societies (Almeida, 2009), permeating the cultural and literary worlds we inhabit, "sprinkling in" diversity into the mainstream curriculum may camouflage the eurocentric beliefs upon which schools have been traditionally built. In Brazil, the focus on epistemologies from the North has obliterated Black and Indigenous narratives. The privilege granted to British and North American varieties has reinforced a long history of colonization and naturalized hegemonic accents and discourses as the legitimate sources for English Language Teaching. Promoted at a Brazilian school, this research has confronted such approaches through the construction of didactic materials pursuing three objectives: decenter epistemologies from the North, decolonize English learning and submit settled knowledge to critical analysis (Jansen, 2017). Our seventh graders were invited by non-white narratives to learn about the world and the English language from viewpoints that defy power asymmetries. The methodological approach utilized is the "Dialogical Discourse Analysis" (Brait, 2006/ 2014), acknowledging the social-historical construction of researchers, objects of investigation and scientific productions, insofar as utterances are constituted within a permanent chain of interactions.
This paper relies on the assumption that so-called "inclusive" approaches are not enough to decolonize English Language Teaching. Since racism has played a powerful structuring role in the craft of our societies (Almeida, 2009), permeating the cultural, literary and ideological worlds we inhabit, "sprinkling in" diversity into the mainstream curriculum may ultimately contribute to camouflage the racist and eurocentric system of beliefs and knowledge upon which schools have been traditionally built. In Brazil, for instance, the widespread focus on epistemologies from the North has helped obliterate over the centuries the narratives voiced by Black and Indigenous populations. In addition, the privilege and prestige granted to the British and North American linguistic varieties have reinforced a long history of colonization, naturalizing hegemonic accents and social discourses as the only legitimate sources for English Language Teaching. Promoted at a Brazilian public school, this research has aimed to confront such colonized approaches through the construction of a set of didactic materials purposedly designed to pursue three main objectives: decenter epistemologies from the North, decolonize scholarly experience and submit settled knowledge to critical analysis (Jansen, 2017). Rooted on the premises of critical race literacy, this study has counted on reading resources anchored on a diverse and representative literary repertoire, expanding students' literary horizons as they encountered English versions of texts written by Black and Indigenous peoples. Our seventh graders were invited by non-white protagonists and narrators to learn about the world and the English language from Southern perspectives, from viewpoints that defy the power asymmetries that have molded the conventional literary canon as well as the status quo of the social world we live in. Drawing upon an Indisciplinary approach to Applied Linguistics (Moita-Lopes, 2006) and upon dialogical and social-historical stances (Volóchinov, 1929/ 2017; Bakhtin, 1981, 1986) towards language and learning, this research analyzes some of the didactic activities designed to invite students to respond to race-making within the traditional literary canon and to expand their reading literacy and lexical-grammatical repertoire. The theoretical and methodological approach utilized is the "Dialogical Discourse Analysis" (Brait, 2006/ 2014), which acknowledges and foregrounds the social-historical construction of language researchers, their objects of investigation and their scientific productions, insofar as utterances are constituted within a permanent chain of social interactions.
Presenters Erika Coachman Professor At The Laboratory School Of The University, Federal University Of Rio De Janeiro - UFRJ
Interdisciplinarity as a means for inclusion/ La interdisciplinariedad como medio para la inclusión
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
We will share a pedagogic initiative for English learning, carried out in a multi-grade rural school in Patagonia, Argentina. The experience is part of an ongoing four-year-long participatory action-research project and involves primary schoolers between 9 and 14 years old, the rural school community, a group of novel language teacher-researchers and university language teacher-researchers. Language educators need to be aware of the socio-cultural milieu in order to cater for the specific needs of this particular context. The aim of this presentation is to analyse an interdisciplinary pedagogic sequence which promotes inclusive language practices with Mapuche children who are to join urban schools in their secondary education. The content chosen was discussed and agreed with the school teachers and framed within the project on nature-based learning developed by the school physical education (PE) teacher. Thus, the whole experience is context-sensitive and translingual, as it involves elements belonging to the Mapuche culture and also the combined use of Mapudungun, Spanish and English.
En este simposio compartiremos una secuencia didáctica, parte de un proyecto de investigación acción participativa. Éste está siendo desarrollado por un grupo de investigación de la Universidad Nacional del Comahue en una escuela primaria rural multigrado en la Patagonia Argentina. Los niños que asisten a esta escuela tienen entre 5 y 14 años y pertenecen a una comunidad mapuche del área. El principal objetivo de este trabajo es integrar el inglés a la currícula y utilizarlo como medio para nutrir los contenidos desarrollados en español y en mapudungun. Este proyecto ha sido enriquecido por dos experiencias previas realizadas dentro de la misma comunidad que nos permitieron repensar y reformular nuestras prácticas de enseñanza y adecuarlas a las particularidades del contexto (Kumaravadivelu, 2006). La pedagogía AICLE (Aprendizaje Integrado de Contenido y Lenguas Extranjeras) y el translenguaje han sido el marco teórico seleccionado para abordar interdisciplinariamente cada una de las secuencias didácticas. AICLE nos ha permitido trabajar conjuntamente con la comunidad escolar en la selección de los contenidos e integrar el contenido lingüístico con la currícula escolar (Banegas, 2009). A través del uso equitativo de las tres lenguas (español, inglés y mapudungun) se ha promovido la utilización de una lengua minoritaria (mapudungun) que ha perdido la mayoría de sus hablantes (Zuñiga, 2007). Desde la mirada del translenguaje, estas tres lenguas no son entidades separadas sino que constituyen un único repertorio lingüístico (Zuñiga, 2007). Estos dos marcos teóricos nos permitieron explorar aspectos previamente no considerados acerca de la enseñanza de lenguas adicionales (Banegas & Lauze, 2020). La secuencia didáctica interdisciplinaria seleccionada constituye una experiencia de AICLE en una fase temprana del aprendizaje del inglés con niños mapuche, desarrollada al aire libre y coordinada conjuntamente con el profesor de educación física de la escuela. La naturaleza fue el marco y recurso para el aprendizaje (MacQuarrie et al., 2015). Referencias Banegas, D. (2009). Content-based instruction revisited. En D. Fernández (Ed.), XXXIV FAAPI Conference Proceedings: Teachers in Action: Making the latest trends work in the classroom. Bahía Blanca: FAAPI. https://es.scribd.com/doc/206825268/XXXIV-FAAPI-Conference-Proceedings Banegas, D. & Lauze, C. (2020). CLIL and Comprehensive Sexual Education: A Case of Innovation from Argentina. Profile: Issues in Teachers' Professional Development, 22(2), 199-209. Kumaravadivelu, B. (2006). Understanding language teaching: from method to postmethod. Lawrence Erlbaum. MacQuarrie, S., Nugent, C., & Warden, C. (2015). Learning with nature and learning from others: Nature as setting and resource for early childhood education. Journal of Adventure Education & Outdoor Learning, 15(1), 1-23. Vogel, S., & García, O. (2017). Translanguaging. En Oxford Research Encyclopedia of Education. Zuñiga, F. (2007). Mapudunguwelaymi Am? ¿Acaso ya no hablas Mapudungun? Acerca del estado actual de la lengua mapuche. Estudios Públicos, 105, 1–16.
Presenters Gabriela Nelly Tavella Associate Professor, Teacher Researcher, Universidad Nacional Del ComahueS.Carina Fernández Assistant Lecturer, Universidad Nacional Del Comahue
El individuo intercultural: aprendizajes dinámicos desde la pedagogía crítica intercultural y la autorreflexión
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
The intercultural individual: Dynamic learning from critical intercultural pedagogy and self-reflection In the teaching and learning of foreign languages, intercultural perspectives have become fundamental to provide students with analytical tools that promote Intercultural Communicative Competence (ICC) and thus deal with various sources of intercultural encounters (Byram, 2021). This leads to the need for critical examination of teaching roles and pedagogies to address the new complexities of language teaching in the 21st century. Integrating intercultural components into the language classroom frequently falls into courses, workshops and other forms of intercultural instruction that end up in narrow visions of intercultural explorations restricting emerging interculturalities. Based on a qualitative, exploratory approach, this research aims at analyzing an experimental course where undergraduate students learn the language and explore aspects of their intercultural growth based on a critical intercultural pedagogy of self-reflection. Through the exploration and appropriation of concepts, interviews, case study analysis, short fiction writing, poster design, portfolios among others, students examine their own intercultural awareness and growth to make sense of themselves as intercultural individuals. Some findings suggests self-reflection of learners' own ICC, increasing interest in ICC development, and how this can lead to intercultural dialogue and social action.
En el área educativa y, más exactamente, en la enseñanza y aprendizaje de lenguas extranjeras, las perspectivas interculturales se han vuelto fundamentales para revitalizar estos procesos (Corbett, 2022) y proporcionar a los estudiantes las herramientas analíticas que promuevan la Competencia Comunicativa Intercultural (CCI) y, así, hacer frente a diversas fuentes de encuentros interculturales y tomar acción social mediante el diálogo y la mediación intercultural (Byram, 2021). Sin embargo, cuando se trata de integrar los componentes interculturales a las aulas de lenguas (inglés, en el caso específico de esta presentación), nos encontramos con propuestas que, generalmente, carecen del componente críticos de la interculturalidad misma que tiene impacto y sentido social (Walsh, 2009). La investigación da cuenta de un curso experimental donde los estudiantes de pregrado aprenden la lengua y también exploran aspectos de su desarrollo intercultural desde una pedagogía crítica intercultural basada en la autorreflexión que conlleva a "Mi portafolio de competencias interculturales". El curso, y la investigación que se genera a partir de él, buscan responder dos preguntas centrales: ¿Cómo puede promoverse el componente intercultural de forma no prescriptiva en la enseñanza de lenguas?¿De qué manera (s) las pedagogías críticas interculturales contribuyen a la autoexploración y al desarrollo de una consciencia crítica cultural?Algunas de las tareas que generan los datos para analizar son: El reconocimiento y apropiación de conceptos como interculturalidad, competencia (comunicativa) intercultural, encuentros interculturales, incidentes críticos, terceros espacios (Kramsch, 1993), mediación y diálogo intercultural, etc. La escritura y análisis de estudios de caso propios y de otros sobre encuentros interculturales y sus formas posibles de comprensión. Entrevistas duales, donde cada integrante pone en práctica un set de preguntas a su compañero representando otros individuos interculturales.La realización de una supuesta campaña publicitaria para la promoción de diferentes interculturalidades. Algunos estudiantes realizan trabajos fotográficos, diseñan posters, escriben narrativa breve, entre otras manifestaciones generalmente combinadas con el arte Los estudiantes demuestran, ente otros: 1) un alto nivel motivación e interés por el propio desarrollo como "Individuo Intercultural" que aprende una lengua y que es capaz de planificar acciones socialmente más comprometidas y justas. 2) La lengua extranjera se observa como "materializadora" y mediadora de realidades complejas y yuxtapuestas, y como eje articulador del proceso de aprendizaje, inseparable del componente intercultural. 3) Las aproximaciones desde la pedagogía crítica ayudan a replantear las relaciones de poder en el aula de lengua donde los estudiantes ahora son generadores de teorías y conocimiento. Los resultados de esta investigación en curso pueden informar a aquellos profesores/as y directivos/as interesados/as en ver otras facetas de la enseñanza-aprendizaje intercultural de lenguas donde prevalezcan procesos de autoexploración y reconocimiento mutuo de las identidades interculturales emergentes en el aula de clase.
Referencias Byram, M. (2021). Teaching and Assessing Intercultural Communicative Competence: Revisited. Multilingual Matters. Corbett, J. (2022). An intercultural approach to English language teaching. 2nd edition. Multilingual Matters. Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press. Walsh, C. (2009). Interculturalidad, Estado, Sociedad. Luchas (de) coloniales de nuestra época. Quito: Ediciones ABYA-YALA.
Presenters Beatriz Peña Dix Associate Professor, University Of Los Andes
Pratiques de recherche-action coopératives et comparatives pour aller vers une éducation plus inclusive / Cooperative and comparative action-research practices to move to a more inclusive education.
Oral Presentation[SYMP05] AILA ReN - Diversity and inclusion in teacher development and pedagogic practices in culturally different educational systems.10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 16:00:00 UTC
According to the 2020 Global Education Monitoring (GEM) Report 258 million children and youth were entirely excluded from education, with poverty as the main obstacle to access it. The challenges of our time (migration due to environmental or economic crisis, war in different countries, the Covid-19 pandemic, discriminatory beliefs, segregation, etc.), increase the gap between the human groups, letting behind those with less economic resources or making invisible those considered out of the main stream. The situation urges education policy makers to rise and move towards more inclusive proposals, but also teachers who consider that our education systems need to value and welcome diversity.
Les sociétés sont naturellement constituées d'individus divers, mais historiquement rendus anonymes. Ajoutant à cela l'impact des migrations (économiques et environnementales), le métier d'enseignant se voit confronté aux besoins de changement (ontologiques, épistémologiques, didactiques, pédagogiques, psychologiques ou symboliques), tant pour les langues (Auger, 2019) que pour les disciplines non linguistiques, dans le but de répondre aux besoins des apprenants. Cela soulève des questions concernant : 1) les connaissances (cognitives, procédurales, relationnelles, etc.) à développer par les enseignants des langues et d'autres disciplines, pour faire face à une éducation tirant parti de la diversité de contextes et de personnes ; 2) le développement des modalités de formation initiale et continue des enseignants. Les défis soulèvent également la question des connaissances à développer par les chercheurs en langues et en éducation pour faire face à ces nouvelles réalités d'enseignement-apprentissage afin d'analyser et d'intégrer des pratiques ascendantes traduisant les gestes professionnelles des enseignants et d'adaptables aux programmes de formation initiale et continue. Préoccupés par la prise en compte de la diversité dans la salle de classe, des enseignants (de France, de Colombie et des États-Unis) se sont engagés avec moi dans la création d'un projet de recherche-action initiale (McNiff, 2013; Macaire, 2015) pour explorer avec leurs élèves des possibilités de réduire l'exclusion dans leur propre milieu éducatif. Après avoir identifié une situation appelant à l'inclusion, les enseignants et les élèves travailleront ensemble pour planifier, mettre en pratique et rendre compte d'une séquence didactique et pédagogique sur ladite inclusion. Les traces produites et recueillies (enquêtes, formats de planification, productions multimodales et résultats d'actions) aideront à établir des comparaisons dans l'éducation entre les pays participants, afin de mieux comprendre… Les contextes de recherche et d'enseignement dans lesquels les participants s'inscrivent;Le type de connaissances que les participants peuvent activer en termes de langue, de culture, d'appropriation - d'acquisition (pour les apprenants et les enseignants).La dynamique liée à la gestion de classe (pour les chercheurs ou les enseignants) dans les sociétés où l'hétérogénéité se révèle comme une norme et non comme une exception.Bibliography Antoninis, M., April, D., Barakat, B., Bella, N., D'Addio, A. C., Eck, M., & Zekrya, L. (2020). All means all: An introduction to the 2020 Global Education Monitoring Report on inclusion. Prospects, 49(3), 103-109.
Auger, N. (2019). Les mobilités: quels enjeux pour la didactique des langues et des cultures? Recherches en didactique des langues et des cultures. Les cahiers de l'Acedle, (16-2).
Dewaele, J. M. (2019). The vital need for ontological, epistemological and methodological diversity in applied linguistics. Voices and practices in applied linguistics: Diversifying a discipline, 71-88.
Karsenti, T., & Bugmann, J. (2017). Enseigner et apprendre avec le numérique. Les Presses de l'Université de Montréal.
Macaire, D. (2015). Investigación-acción y didáctica de las lenguas: del posicionamiento del investigador a una postura de investigación. Rastros rostros, 17(31), 145-152.
McNiff, J. (2013). Action research: Principles and practice. Routledge.
Mendonça Dias, C., Azaoui, B. & Chnane-Davin, F. (Dir.). (2020). Allophonie. Inclusion et langues des enfants migrants à l'école. Lambert-Lucas.
Presenters Gamboa Paola Assistant Lecturer, Université Sorbonne Nouvelle
Lane Igoudin
Lisbeth M Brevik
Cathy Cohen
Laura Molway
Yecid Ortega
Paula Tatianne Carrera Szundy
Erika Coachman
Gabriela Nelly Tavella
S.Carina Fernández
Beatriz Peña Dix
Gamboa Paola