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National Languages, Multilingual Education, and the Self-proclaimed "Militants" for Change in Senegal
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| 2 |
The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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| 3 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 4 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 5 |
A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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| 6 |
Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
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In: Other (2022)
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| 7 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
When popular media and many individuals discuss changes in English, some erroneously contend that the language has always been the same and changes amount to little more than “politically correct woke liberalism” desired by only certain people. The English language continually evolves as a natural process that nothing can force nor prevent. Field-specific language also changes with increased understanding and knowledge. The variety of English taught to most students also shifts as Writing Across the Curriculum (WAC)/Writing Across Disciplines (WAD) initiatives increasingly focus on Global English rather than the standard of any one country or group. Even informal interactions with faculty influence how students understand diversity, equity, and inclusion topics such as the use of language (Johnson et al., 2020). Educators across disciplines and modalities must model inclusive, effective communication, including changing usage rules, diction, grammar, and punctuation. Helping students understand the development of English and find credible, inclusive writing resources – especially those faculty use in their own writing – both encourages student information literacy and follows Alder-Kassner’s (2019) advice that when instructors share professional knowledge and practices regarding inclusive communication, teaching and learning about the subject become more effective. This session examines and models how all instructors, regardless of their subject area or modality, can use micro-learning principles and virtual field-trip to help students locate, evaluate, and use online resources on the evolution of English, field-specific language development, and inclusive communication. References Adler-Kassner, L. (2019). Designing for “more”: Writing’s knowledge and epistemologically inclusive teaching. WAC Journal, 35–63. Johnson, D. R., Scheitle, C. P., Juvera, A., Miller, R., & Rivera, V. (2020). A social exchange perspective on outside-of-class interactions between underrepresented students and faculty. Innovative Higher Education, 45(6), 489–507. https://doi-org.libauth.purdueglobal.edu/10.1007/s10755-020-09518-6
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Keyword:
Adult and Continuing Education; and Multicultural Education; Bilingual; Curriculum and Instruction; Diversity; Education; Educational Methods; Face to Face Learning; Gender Equity in Education; Hybrid Learning; Inclusivity; Information Literacy; Language and Literacy Education; Library and Information Science; Life-long learning; Modeling; Multilingual; Online and Distance Education; Online Learning; Other English Language and Literature; Other Rhetoric and Composition; Reading and Language; Teaching Best Practices; Technical and Professional Writing; Virtual Learning; Writing
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=2313&context=gaintlit
https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/26
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| 8 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 9 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 10 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 12 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 13 |
Parenting of 1.5 generation Chinese Americans’ parents: A case study
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In: Journal of Global Education and Research (2022)
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| 14 |
Self-segregation, sense of belonging, and social support: An inquiry into the practices and perceptions of Chinese graduate students at an American Mid-Atlantic University
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In: Journal of Global Education and Research (2022)
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| 15 |
How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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| 16 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 17 |
#34 Luk Lao
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 18 |
HMong Parent Day/Hnub Txhawb Nqa Niam Txiv: Implementing Psychosociocultural Educational Programming to Honor Rau Siab
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In: Journal of Southeast Asian American Education and Advancement (2022)
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| 20 |
Can high school students check the veracity of information about COVID-19? A case study on critical media literacy in Brazilian ESL classes
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In: Journal of Media Literacy Education (2022)
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