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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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Translations and Paradoxes of ‘Western’ Pedagogy: Perspectives of English Language Teachers in a Chinese College
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In: Wu, Xi; & Tarc, Paul. (2016). Translations and Paradoxes of ‘Western’ Pedagogy: Perspectives of English Language Teachers in a Chinese College. L2 Journal, 8(4). doi:10.5070/L28430214. Retrieved from: http://www.escholarship.org/uc/item/1b15w67w (2016)
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Best Practices in Second Language Teaching: A Holistic Doctrine Based on Research and Experience
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In: All Graduate Plan B and other Reports (2016)
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Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis
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In: Graduate Theses and Dissertations (2015)
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Current Events in the Classroom: A Collection of Case Studies on the Why and How of Using the News to Teach Curriculum
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A Pragmatist Perspective on Building Intercultural Communicative Competency: From Theory to Classroom Practice
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2014)
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Are Best Practices in Literacy Culturally Relevant? An Investigation into What Primary Literacy Teachers Do to Teach Literacy Skills to Minority Students
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In: Electronic Theses and Dissertations (2013)
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Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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| 9 |
Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials
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In: Avineri, Netta; Londe, Zsuzsa; Hardacre, Bahiyyih; Carris, Lauren; So, Youngsoon; & Majidpour, Mostafa. (2010). Language Assessment as a System: Best Practices, Stakeholders, Models, and Testimonials. Issues in Applied Linguistics, 18(2). Retrieved from: http://www.escholarship.org/uc/item/9c20c0wn (2010)
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| 10 |
Worlds collide: integrating writing center best practices into a first year composition classroom
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