Paper Presentation in a Themed Session Christina Iannacone
Intersectionality, a term defined by Kimberlé Crenshaw, explores the overlapping systems of oppression and power that affect people with multiple identities. This participatory action research study investigates how, if at all, secondary history teachers’ intersectional identities are present as they construct their curricula and relate to their students. With the findings from this study, an intersectional framework for teaching history in secondary classrooms is developed. Additionally, this study explores the ways in which an intersectional framework for secondary history classrooms can encourage teachers to be more critical of the systems of oppression, privilege, and power that affect people’s daily lives so they can create more inclusive and culturally responsive curriculum.
Featured Effective Metacognitive-based Training Activities for Listening and Pronunciation Skills: Results of an Innovative Teaching Project View Digital Media
Paper Presentation in a Themed Session Paz Marín
This paper presents the results of a study funded by an Innovative Teaching Project with the goal of improving the learning outcomes of students of English as a Foreign Language (EFL) registered at a Spanish University. These students start to learn English at primary school or before. However, they often complain about a low level of oral skills in English. This research aims to help students to develop strategies for autonomous learning that will help them to improve their listening and pronunciation skills. For this, we have developed a set of novel training activities based on metacognitive principles. The materials are five short audios selected for their interest and appeal for young adults. Topics include idioms, emojis, conversation skills, the artistic brain and music. The activities took place over five weeks. Participants are 75 students aged 19 to 21 who are registered for a degree in Primary Education at a Spanish University. Each week, participants recorded themselves reading the text prior to the listening. Then they listened to the audio a minimum of once a day for five days and recorded themselves once more at the end of the week. Data was collected via questionnaires (initial, medial, and final), participants’ logs, and participants’ recordings. Preliminary analyses show that participants committed to the project were very satisfied since they realised they were making progress even from week one and they felt motivated to continue. We discuss the application of metacognitive principles to EFL and share pedagogical guidelines
Elite Bilingual Education in Brazil and Students with Autism Spectrum Disorder: Challenges and Pedagogical Actions to promote inclusion View Digital Media
Due to growth in enrollment at elite bilingual education schools in Brazil and the global increase in the number of autism diagnoses, it is suggested that there are a greater number of bilingual learners with Autism Spectrum Disorder (ASD) in bilingual schools. Thereby, it demonstrates the need to understand the school inclusion process of students with ASD in contexts of bilingual education and reflection on inclusive practices for learning. In this perspective, we seek to present pedagogical actions that promote success in the inclusion of ASD students in elite bilingual schools. To this end, a bibliographical review is carried out on bilingual education (MELLO, 2020; GARCÍA, 2009; HORNBERGER, 1991), elite bilingual education in Brazil (MEGALE, 2018; MEGALE, LIBERALI, 2016), autism (APA, 2014; SCHMIDT, 2017, 2013), bilingual education for students with TEA (KATSOS, GIBSON, 2020; BAKER, ROBERSON, KIM, 2018; OLIVEIRA, 2015; HAMBLY, FOMBONNE, 2011). With regard to the research results, it is evident that the challenges of including students with ASD in the context of bilingual education arise from difficulties derived from the specificities of the disorder and the lack of knowledge of the disorder by the school staff. However, it is noticed that knowing a plethora of pedagogical actions may increase the possibilities of school inclusion and success in the learning process.
Paper Presentation in a Themed Session Anita Ogurlu
Due to the impact of global migration newcomer, diasporic and local host community members increasingly need to learn to live with one another, such that, societies evolve in a good way. Ideally, cross-cultural adult learning should be a social process that weaves diverse ways of knowing through recognizing and accepting the existence of multiple perspectives from diverse peoples’ lived experiences across time and space. Although multicultural education (in the Canadian context) was to pave the way for learning diversity, formal education may have limitations through a tendency to create the ‘other’ within the frame of the dominant culture. The aim of this paper s to discuss an innovative online cross-cultural adult education platform that uses 'tender empiricism' (Goethe) as an alternative epistemology. Through interpretive research, a textual analysis is conducted of the platforms’ storytelling, arts-based expression, and knowledge talks, along with focus group and survey texts, to suggest that the ‘tender empiricism’ methodology may lead to a certain ‘critical consciousness’ (Freire) in adult learners. When adults produce their own knowledge by sharing diverse experiences and perspectives on a digital platform, this praxis may lead to a higher level of learning to transform participants into ‘fortunate encounters’ for one another, actualized in everyday life. In sum, this cross-cultural adult learner platform may play a constructive role in facilitating positive race relations through lifelong learning for societies of constant change.
Linguistic Diversity: Decolonial Perspectives and Artistic Interventions in English Language Education: Unveiling Language Education: Challenging Linguistic Imperialism, Fostering Diversity View Digital Media
Paper Presentation in a Themed Session Cecilia Mendes
This panel proposal aligns with axis 7 (Identity and diversity of students) of the conference, challenging dominant ideologies - of which the English language is a result – that continue to permeate language education to this day. Extending beyond the curriculum, English´s linguistic imperialism impacts the (lack of) identity and diversity of students. Firstly, translanguaging (GARCIA; LI WEI, 2014) aims to prioritize experiences over theories. Secondly, harnessing a decolonial framework (SANTOS, 2009; MIGNOLO; WALSH, 2018) intends to break with coloniality in English language education, building new knowledge and praxis encompassing a plurality of languages, bodies, and identities. References are derived from a project carried out as part of the PRINT-CAPES doctoral scholarship at the University of College Dublin (UCD) in the MA Program in Race, Migration and Decolonial Studies. The project, titled “Alien Embodiments: An Art/Out/Reach” (FELDMAN; SINGH, 2022), includes "The Bureau of Decolonial Aesthesis" (FELDMAN, 2022, 2023) and its outcomes will be presented in this panel. The work problematizes theoretical references, legacies, and positionalities within academic research through the arts. It establishes a correlation between the art studio experience in the IMMA (Irish Museum of Modern Art) and the ongoing doctoral research at USP. Whether in the art studio or academic production, this proposal advocates rejecting the homogenizing and silencing effects of the colonial matrix, promoting education for social justice in schools and beyond. Museums serve as a metaphor here, symbolizing other institutions/spaces of knowledge and power where allies are needed to foster a plural and democratic society.