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The Impact of Extracurricular Activities and Attendance on Student Achievement at a Mississippi Community College
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In: Doctoral Dissertations and Projects (2022)
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| 82 |
Factors Predicting Identification of Giftedness Resulting from Universal Screening
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In: Doctoral Dissertations and Projects (2022)
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| 83 |
Differences of Attitudes and Norms Toward Plagiarism Between First- and Continuing-Generation College Students
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In: Doctoral Dissertations and Projects (2022)
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| 84 |
A Predictive Correlational Study of Collegiate Educational Leader's Cultural Orientations and Their Cultural Intelligence Scores
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In: Doctoral Dissertations and Projects (2022)
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| 85 |
A Hermeneutic Phenomenological Study of Teacher Perceptions of the Effects Movement Strategies Have On Student Learning
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In: Doctoral Dissertations and Projects (2022)
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| 86 |
Perceptions of Community Among Dual Credit Students Taking STEM Courses Offered Through a Community College
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In: Doctoral Dissertations and Projects (2022)
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| 87 |
Vedantic Basis and Praxis of the Integral Advaita of Sri Aurobindo
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 88 |
The Effect of eBook Reading on Overall Literacy Development
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In: Doctoral Dissertations and Projects (2022)
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| 89 |
Tusha Hiti: The Origin and Significance of the Name
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 90 |
Diversity, Equity, and Inclusion: Perspectives from Contemporary India and 6th Century Jain Yoga
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 91 |
Ganges in Indian Sculpture and Literature: Mythology and Personification
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 92 |
Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 93 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 94 |
Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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| 95 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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| 96 |
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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| 97 |
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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| 98 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 99 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 100 |
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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