Carol Delgado
Room 152
10:50 - 11:20 AM
Puxadinho is an anthropological lab that leads cultural and social research and promotes educational experiences based on Reverse Anthropology and Culturally Relevant Pedagogy (CRP). In September of 2017, we hosted a CRP experience that became a case which showed how anthropology is a successful tool to create a human centered educational experience for teachers and students.
Presentations
From Russia with Love - Communicative TESOL Workshops at Plekhanov University
Jasmin Cowin
Room 138
10:50 - 11:20 AM
Plekhanov’s Winter University organized by the University's Foreign Languages Department focused on “Current Global Trends in Teaching English.” Over the course of five days, the workshop attendees were challenged to incorporate new teaching approaches based on communicative, student-centered components and activities with a view towards culturally relevant pedagogy.
Investigating cultures in the glocalized ESL composition classroom
Titcha Ho
Room 140
10:50 - 11:20 AM
This presentation will detail how the ESL composition classroom provides space for undergraduates to learn English composition through reflecting on their culture and critically situating themselves as global citizens in a glocalized world. This glocal pedagogy offers opportunities for students to embrace one’s culture and assimilate into the US culture.
Art As Empathy in the History Classroom
Van Anh Tran
Room 144
10:50 - 11:20 AM
Art As Empathy provides a model of how teachers might be able to incorporate Culturally Responsive Pedagogy (CRP) in the history classroom to enhance content and develop empathy within and among students. Through the use of art and reframing the unit in terms of power structures, students will able to situate themselves within the context of historical moments.
Scaffolding Metalinguistic Feedback in Listening for Academic Purposes
Jennifer LaCroix
Room 146
10:50 - 11:20 AM
This case study examined how one English Language Teacher (ELT) explored Strategy-Based Metacognitive Instruction (SBMI) for teaching academic, process-based listening in a university-based Intensive English Program (IEP). Analysis of SBMI techniques taken up and enhanced by the ELT will be presented - including how to scaffold metalinguistic feedback in listening.
Multilingual English, Chinese, Korean Signs in Flushing Queens
Daniel Adler
Room 148
10:50 - 11:20 AM
This paper will delve into a linguistic landscape of signage in independently owned businesses in Flushing. These places include restaurants, boutiques and clothing stores etc... The analysis will include the distribution of English, Chinese and Korean on certain storefronts and look at distinguishing monolingual, bilingual, and trilingual characteristics.
Puxadinho: A Case Study When Anthropology Meets Culturally Relevant Pedagogy
Past or Present? Explicit Grammar Instruction and L2 Writing
This presentation will report how Storybird, a digital storytelling platform, can develop learner creativity and originality as well as allow students to express their identity through student-centered writing instruction. It will detail the classroom application of Storybird and the student survey results regarding their experiences with Storybird.
Room 148
3:40 - 4:10 PM
Junko Ueno
Developing student creativity at an elementary level via Storybird
This presentation sheds light on two projects:
Excursion papers written by second semester students of French or Arabic following a visit to a place with a social or cultural significance.
A short essay based on interviews written by Arabic Heritage speakers on an issue that matters to the Arab community.
Room 146
3:40 - 4:10 PM
Habiba Boumlik
Teaching Culture Through Excursion and Research Papers in Arabic and French Courses
Culturally relevant pedagogy frames a conversation on the role Puerto Rican cultural values (self-worth, confianza, cariño, familismo and educational attainment) have on teachers’ authorship of their professional identities. Results reveal that participants engaged in respectful and critical dialogues to become leaders and cultural workers in their learning communities.
Room 144
3:40 - 4:10 PM
Elizabeth Taveras Rivera
Emancipatory Perspectives and Teacher Identity
As a 4th grade student teacher, I explored how learning about my students' musical lives and experiences could deepen and change my perceptions of the students within the classroom. I interviewed each student at length about their personal playlists before they shared their most meaningful songs with the class.
Room 140
3:40 - 4:10 PM
Dan Rubins
"Something In Our Blood": Creating A 4th Grade Class Playlist
The presenters will discuss preliminary findings from a study investigating the impact of explicit grammar instruction on the development of writing skills in a first-year undergraduate ESL composition course. Drawing on essay, exam, and peer-review data, they will focus on participants’ developing knowledge and use of simple-present and simple-past forms.
Room 152
3:40 - 4:10 PM
Anna Ciriani Dean & Hoa Nguyen
Comics: The Multimodal way of Reaching Second Language Learners
David Goodsell
Room 138
3:40 - 4:10 PM
Come learn about the practical implications of using comics and other forms of visual literacy advocated by the multiliteracy pedagogy for L2 acquisition. Comics and other forms of visual literacy can be used not only to scaffold instruction but also to help students reach higher order thinking.
What citation practices, if any, do faculty value that students do not, and vice versa? This presentation addresses this and other research questions comparing faculty and students’ understandings of citations in academic writing. Findings can be used to reduce accusations of plagiarism in college writing classes.
Room 138
4:20 - 5:00 PM
Kristen di Gennaro & Asia Letlow
The Relevance of Citations from Faculty and Student Perspectives
A Case Study on the Effects of Writing Task Type Repetition
Peter Kim
Room 140
4:20 - 5:00 PM
Present study examined the effects of repeating a similar type of task and whether that can lead to increase in fluency even in the absence of any pedagogical feedback or instruction.
Codeswitching into Spanish to Target Recipients and Convey Emotional Stances
Veronica Salas
Room 144
4:20 - 5:00 PM
This presentation examines instances of codeswitching into Spanish in English conversation. The data were collected from a bilingual family during three meals. The analysis reveals that codeswitching is initiated to target specific recipients and convey the speaker’s emotional stance. Teachers can leverage this understanding of bilingual codeswitching in the classroom.
Resisting Collaborative Turn Completion
Yuanheng Wang
Room 146
4:20 - 5:00 PM
Resisting collaborative turn completion is relatively under-explored in the field of Conversation Analysis. This paper addresses this gap by analyzing three practices one interlocutor deploys to reject another interlocutor as the latter attempts to finish the former’s turn. The practices include bypassing, implicit substitution, and re-do preceded by incipient acceptance.
Listener Response to Chinese-Accented English in the U.S.: A Review of Research
Wen Sun
Room 148
4:20 - 5:00 PM
In recent decades, many studies were conducted investigating accent bias in various language backgrounds, yet only a handful focused on Chinese-accented English. This presentation discusses listeners’ attitude toward Chinese-accented English in the U.S. by reviewing eight empirical studies while also endeavoring to find out the contributing factors behind such bias.