joe rumenapp university of illinois at chicago fourth international conference on language and...
TRANSCRIPT
Joe RumenappUniversity of Illinois at Chicago
Fourth International Conference on Language and Education
Bangkok, ThailandNovember 7, 2013
As the increase of English Learners increases, so are top-down policy mandates
Teachers are losing the ability to create meaningful curricula for their classrooms
In urban districts where there is a high amount of cultural and linguistic diversity, the curriculum is becoming more standard
Introduction to the Project
Teacher Research
Data Collection
Warner Elementary School K-8 public school located in city’s south
side, just a few miles south of down town.
In 2011: 704 students. Approximately 93% of the students were
Asian (mostly Cantonese Chinese), 6% African American, and 1% other.
About 26% were reported as bilingual and 95% on free or reduced lunch (district data).
Locate meta-lingual speech acts
Match classroom example with teachers’ analysis
Identify the common tools and themes
“Use Engli::sh”“Use Engli::sh”
“What is smoke? What smoke
mean”
“What is smoke? What smoke
mean”
“I’m in this class…I’m not
Chinese!”
“I’m in this class…I’m not
Chinese!”
“COULD YOU SPEAK
ENGLISH?”
“COULD YOU SPEAK
ENGLISH?”
Transcripts indicating the order and structure of talk
Transcripts that focused on student meaning making
Transcripts of speech events that occurred during shifts in student interaction or uptake
Teacher Professional Development
Subverting Top-Down Policies
Developing in the absence of administrative support
Creating new pedagogy in the absence of “best practices”
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Vygotsky L.S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wood, D. (2007). Teachers’ learning communities: Catalyst for change or a new infrastructure for the status quo? Teachers College Record, 109(3), 699-739.
